A collective chain of signification in conceptualizing fractions: A case of a fourth-grade class

Journal of Mathematical Behavior

Volumn 22, Issue 2, 2003, Pages 181-211

  Sáenz Ludlow, Adalira ^a  

^a UNIVERSITY OF NORTH CAROLINA AT CHARLOTTE   (United States)

Author keywords

Chain of signification; Double counting; Fractions; Semiotics; Teaching experiment

Indexed keywords

EID: 0041927890     PISSN: 07323123     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0732-3123(03)00019-1     Document Type: Article

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