Abstract
Primary school teachers’ training in France and Greece emphasizes natural numbers and the positional system. The introduction of bases other than ten shows that personal ETMs are guided by semiotic component (representamen) reduced to the ten base and that some of the work can be interpreted as a change of domain between the ten base and the other bases. This work will resume the semiotic, praxeological and statistical analysis conducted for an experiment in France and Greece using the Mathematical Working Space (MWS) model, which allows us to take into account the different components of the mathematical work. The study was completed by an experiment developed on a seven base that seemed to help in the conceptualization and coordination between the MWS related to the different bases.
Mathematical Working Space; Natural Numbers; Positional System; Teachers’ Initial Training
