Abstract
Students’ beliefs about division by zero and numbers on the number line were
studied through explanations of the concepts in questionnaires and interviews
during their teacher education to become primary school teachers in the years
4–6. The concepts were chosen for students’ proven cognitive challenges in
coping with them, with the aim to add to the existing knowledge in terms of
specific and general explanation types. General and specific parts of the students’ concept images were contradictory in several cases and the examples
used for explaining were often based on other mathematical structures than
the ones explained, e.g. 2/1 instead of 2/0 or a finite decimal recitation instead
of an infinite one.
studied through explanations of the concepts in questionnaires and interviews
during their teacher education to become primary school teachers in the years
4–6. The concepts were chosen for students’ proven cognitive challenges in
coping with them, with the aim to add to the existing knowledge in terms of
specific and general explanation types. General and specific parts of the students’ concept images were contradictory in several cases and the examples
used for explaining were often based on other mathematical structures than
the ones explained, e.g. 2/1 instead of 2/0 or a finite decimal recitation instead
of an infinite one.
| Original language | English |
|---|---|
| Pages | 260-260 |
| Publication status | Published - 2021 |
| Externally published | Yes |
| Event | The twelfth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 12 - Växjö, Sweden Duration: 2020 Jan 14 → 2020 Jan 15 |
Conference
| Conference | The twelfth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 12 |
|---|---|
| Country/Territory | Sweden |
| City | Växjö |
| Period | 2020/01/14 → 2020/01/15 |
Subject classification (UKÄ)
- Didactics (including General and Subject Didactics)