Pre-service teachers’ explanations of division by zero and denseness of the number line

Research output: Chapter in Book/Report/Conference proceedingChapter in bookpeer-review

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.

Original languageEnglish
Title of host publicationSustainable mathematics education in a digitalized world
Subtitle of host publicationProceedings of MADIF 12, The twelfth research seminar of the Swedish Society for Research in Mathematics Education, Växjö, January 14–15, 2020
EditorsY. Liljekvist, L. Björklund, J. Häggström, L. Mattsson, O. Olande, H. Palmér
Place of PublicationGöteborg
PublisherNationellt centrum för matematikutbildning (NCM)
Pages260-260
ISBN (Print)978-91-984024-4-5
Publication statusPublished - 2021

Publication series

NameSkrifter från Svensk förening för matematikdidaktisk forskning
Number15
ISSN (Print)1651-3274

Swedish Standard Keywords

  • Didactics (50302)

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