caa a22 4500 445882239 CHVBK 20180317145547.0 cr unu---uuuuu 170323e20110701xx s 000 0 eng 10.1007/s10649-010-9278-x doi (NATIONALLICENCE)springer-10.1007/s10649-010-9278-x Why is the learning of elementary arithmetic concepts difficult? Semiotic tools for understanding the nature of mathematical objects [Elektronische Daten] [Juan Godino, Vicenç Font, Miguel Wilhelmi, Orlando Lurduy] The semiotic approach to mathematics education introduces the notion of "semiotic system” as a tool to describe mathematical activity. The semiotic system is formed by the set of signs, the production rules of signs and the underlying meaning structures. In this paper, we present the notions of system of practices and configuration of objects and processes that complement the notion of semiotic system and help to understand the complex nature of mathematical objects. We also show in what sense these notions facilitate the description and comprehension of building and communicating mathematical knowledge, by applying them to analyze semiotic systems involved in the teaching and learning of some elementary arithmetic concepts. Springer Science+Business Media B.V., 2010 Onto-semiotic approach nationallicence Object nationallicence Meaning nationallicence Mathematics nationallicence Natural number nationallicence Learning decimal numeration nationallicence Semiotic system nationallicence Godino Juan Departamento de Didáctica de la Matemática, Facultad de Educación, Universidad de Granada, 18071, Granada, Spain aut Font Vicenç Departament de Didàctica de les Ciències Experimentals i la Matemàtica, Facultat de Formació del Professorat, Universitat de Barcelona, Campus Vall d'Hebron, Passeig de la Vall d'Hebrón, 171, 08035, Barcelona, Spain aut Wilhelmi Miguel Departamento de Matemáticas, Universidad Pública de Navarra, Campus de Arrosadía, 31006, Pamplona, Spain aut Lurduy Orlando UD-Licenciatura en Educación Básica con Énfasis en Matemáticas, Universidad Distrital "Francisco José de Caldas”, Universidad Distrital-Sede calle 64, Bogotá, Colombia aut Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 247-265 0013-1954 77:2-3<247 2011 77 10649 https://doi.org/10.1007/s10649-010-9278-x text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10649-010-9278-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Godino Juan Departamento de Didáctica de la Matemática, Facultad de Educación, Universidad de Granada, 18071, Granada, Spain aut NATIONALLICENCE 700 1- Font Vicenç Departament de Didàctica de les Ciències Experimentals i la Matemàtica, Facultat de Formació del Professorat, Universitat de Barcelona, Campus Vall d'Hebron, Passeig de la Vall d'Hebrón, 171, 08035, Barcelona, Spain aut NATIONALLICENCE 700 1- Wilhelmi Miguel Departamento de Matemáticas, Universidad Pública de Navarra, Campus de Arrosadía, 31006, Pamplona, Spain aut NATIONALLICENCE 700 1- Lurduy Orlando UD-Licenciatura en Educación Básica con Énfasis en Matemáticas, Universidad Distrital "Francisco José de Caldas”, Universidad Distrital-Sede calle 64, Bogotá, Colombia aut NATIONALLICENCE 773 0- Educational Studies in Mathematics Springer Netherlands 77/2-3(2011-07-01), 247-265 0013-1954 77:2-3<247 2011 77 10649 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer