Using the work of Jorge Luis Borges to identify and confront students’ misconceptions about infinity

Ibarra, Lina Medina; Vázquez, Avenilde Romo; Aguilar, Mario Sánchez

doi:10.1080/17513472.2018.1504270

Cited by 2 publications

(1 citation statement)

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“…The literature refers to studies that raise the most common difficulties in understanding infinity among students and in-service or prospective teachers. To name a few examples: its abstract nature (Manfreda Kolar and Čadež, 2012), its double dichotomy both actual and potential (Dubinsky et al, 2005a(Dubinsky et al, , 2005bMonaghan, 2001), the lack of a pictorial or mental image of what is being represented (Ángeles-Navarro and Pérez-Carreras, 2010), large finite numbers deemed as infinites (Manfreda Kolar and Čadež, 2012;Medina Ibarra et al, 2019;Singer and Voica, 2003), or contradictory intuitions when working with infinity (Fuentes and Oktac, 2014;Tirosh, 2002;Wijeratne and Zazkis, 2015).…”

Section: Introductionmentioning

confidence: 99%

Exploring a Mathematics Teacher’s Conceptions of Infinity: The Case of Louise

Diaz-Espinoza,

Juárez-López,

Juárez-Ruiz

2023

indonesian.j.of.mathematics.education

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Several papers studied infinity from the difficulties that students and teachers show in developing the concept. For this study, it was considered the analysis of the equality 0.999 … = 1. Mainly, this research aims to show that a mathematics teacher presents erroneous conceptions just like a student; that is, both students and teachers have the same difficulties in the concept of infinity. To this aim, a semi-structured interview was conducted with an in-service mathematics teacher in Tlaxcala, Mexico. The purpose of this research is to exhibit a high school math teacher’s misconceptions about the concept of infinity. In general, misconceptions found here can be divided into four groups: without a clear picture of the concept of infinity, an infinite periodic decimal number cannot be a representation of a finite number, a decreasing infinite sum cannot lead to a finite number and an infinite process is limited in real life is finite and has ended. The results obtained were compared with those already available in references about the difficulties with students and teachers, finding that the results shown here are like those reported in the literature. This highlights the need to overcome the teacher’s conceptions of infinity in future research.

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Section: Introductionmentioning

confidence: 99%

Exploring a Mathematics Teacher’s Conceptions of Infinity: The Case of Louise

Diaz-Espinoza,

Juárez-López,

Juárez-Ruiz

2023

indonesian.j.of.mathematics.education

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An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

Durmaz

2022

Kuramsal Eğitimbilim

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This study aims to examine the change in the teachers’ beliefs about the training, presented as an online education for the children’s literature and mathematics teaching to pre-service pre-school, primary and elementary teachers. The participants of the research consisted of 54 pre-service teachers who were selected by purposive sampling method. A weak experimental pre-test post-test design without a control group was used in the study. The data collection tools were the belief scale for the integration of mathematics and children's literature, mathematics teaching self-efficacy belief, and mathematics literacy self-efficacy scales. The study findings revealed that the training enabled the pre-service teachers to gain positive inputs within the context of all the variables. Besides, the pre-service teachers’ scores varied across their branches. In addition, the training was identified to have a significant effect on the difference scores obtained from all factors except for the practitioner competencies complicating the integration process and social norms. Based on the findings, various studies such as face-to-face and experimental studies on a single field/branch basis may be conducted to examine the changes in the pre-service teachers' beliefs and competencies towards integrating mathematics and children's literature.

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Using the work of Jorge Luis Borges to identify and confront students’ misconceptions about infinity

Cited by 2 publications

References 16 publications

Exploring a Mathematics Teacher’s Conceptions of Infinity: The Case of Louise

Exploring a Mathematics Teacher’s Conceptions of Infinity: The Case of Louise

An Evaluation of The Preservice-Teacher Training for Children’s Literature and Mathematics Integration

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