## Sammanfattning

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.

Originalspråk | engelska |
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Sidor | 260-260 |

Status | Published - 2021 |

Externt publicerad | Ja |

Evenemang | The twelfth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 12 - Växjö, Sverige Varaktighet: 2020 jan. 14 → 2020 jan. 15 |

### Konferens

Konferens | The twelfth research seminar of the Swedish Society for Research in Mathematics Education, MADIF 12 |
---|---|

Land/Territorium | Sverige |

Ort | Växjö |

Period | 2020/01/14 → 2020/01/15 |

## Ämnesklassifikation (UKÄ)

- Didaktik