any math uses for signed zero (like: x^0 = 1, x^-0=something else?)

In mathematics, you can make up whatever rules you want and study their consequences, and to the extent the rules you make up are analogous (even if not exactly the same as, and in some ways quite different from) to other rule-systems, you may want to describe them using similar terminology/notation. Thus, you are certainly free to imagine concepts such as distinct +0 and -0 and some rules for what you can say about them in a particular arithmetic framework.

Exactly what properties and uses such a framework would have depends on the particular framework you devise; of course, there are a number of other, quite well-studied frameworks in which terms like “zero”, “negation”, “positive”, etc., are used in such a way that there is no such thing, but no matter: the whole point is that we have an abundance of different abstract systems to study, as fits our interests and desires at any particular moment.

The designers of IEEE floating point, for example, had reason to want a separate +0 and -0 in the rule system defining IEEE floating point. This has not been a rule system which mathematicians have by and large found very interesting (it’s not particularly natural, clean, ubiquitous, etc.), but there’s nothing fundamentally amathematical about it.

It’s also fairly natural, and mathematically interesting, to study arithmetics which include such three distinct values as straight-up 0, positive 0, and negative 0 (the latter two representing something like infinitesimal deviations from straight-up 0); such arithmetics provide a convenient language for describing, say, the one-sided limiting behavior of functions, as noted above. (This goes hand in hand with also having reciprocal entities of positive infinity and negative infinity, as in the affinely extended numbers.)

How else might you use a distinct positive zero and negative zero? Well, it’s up to you: you describe what your imagination wants to do with such a concept, and then, poof, it exists. The only question is how your rules relate to other rule systems/what they fruitfully model. But they need no more founding legitimacy than your deciding to study them. And choosing to study a rule system doesn’t amount to some kind of rejection of other rule systems; you don’t have to “choose” between different accounts of the interplay between zero and sign. There’s no question of exclusion. Study everything!

We all immediately agree that, in the field of real numbers, which is probably what you’re referring to as “conventional math notation,” there is only one 0. If that were all the OP meant, it would be an uninteresting question. But, if by “conventional math” you mean what mathematicians do routinely, then we should ask, what interesting things can you say about algebraic structures that have multiple 0’s?

I haven’t given it enough thought to give much of an answer, but let me throw out an example that just occurred to me: the set of all matrices with, say, real entries. There are lots of 0 matrices. On the other hand, the operations are only partially defined. [Best to view the matrices as the morphisms in a category, but that’s already clear to anyone who understands that remark…]

The generalizations are part of conventional maths.How more conventional do you want than the study of objects such as groups, fields, rings, etc? There’s nothing unconventional about a ring.

However as I say even in these generalizations -0 = 0.

The best I can think of is that a left zero in a magma could have a left inverse that was not equal to itself (or equally a right zero in a magma could have a right inverse that was not equal to itself).

The Wikipedia article on signed zero makes the following claim, which it supports with one reference from a book on numerical analysis (probably available only in print) and one reference to some university lecture notes on calculus:

I haven’t read either reference, and numerical analysis isn’t my speciality, so I probably wouldn’t understand them very well even if I did… Here’s the relevant part of the lecture notes, which as you can see doesn’t really discuss the matter in detail but instead the reader to the aforementioned book: