The Role of Mathematical Symbols in the Development of Number Conceptualization: The Case of the Minus Sign

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Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding: A Case Study on Negative Integers (2019, background): “Vlassis (2008) proposed three level conceptualizations of negative numbers that are further elaborated in the nature of a minus sign.”
Obstacles and Affordances for Integer Reasoning: An Analysis of Children's Thinking and the History of Mathematics (2014, background): “Students’ Integer Understanding In much of the integer-related research pertaining to students’ understanding, researchers have documented the abilities of students in Grades 5–12 to compute (e.g., Gallardo, 1995, 2002; Kloosterman, 2012, in press; Thomaidis & Tzanakis, 2007; Vlassis, 2002, 2008).”
Negative Integer Understanding: Characterizing First Graders' Mental Models (2014, background): “Two major theories influenced the design of the study and analysis of the results: Vosniadou’s (1994) theory of conceptual change and Case’s (1996) theory of central conceptual structures for number (CCSN).”
A Proposed Instructional Theory for Integer Addition and Subtraction (2012, background): “Many researchers have interviewed, surveyed, and conducted teaching experiments (Steffe & Thompson, 2000) as a way to document students’ conceptions of integers from very early ages (Bofferding, 2010) to early adolescence (Gallardo, 2002; Vlassis, 2004, 2008).”