Conceptualisations of infinity by primary pre-service teachers

Date-Huxtable, Elizabeth; Cavanagh, Michael; Coady, Carmel; Easey, Michael

doi:10.1007/s13394-018-0243-9

Cited by 5 publications

(3 citation statements)

References 16 publications

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“…Generally, the same finding was observed in KPM of the participants as ways of thinking the notion of infinity in planning to teach the concept of limit. As Kidron and Tall (2015) indicated, it can be considered as an expected result in terms of the participants' tendency to potential infinity, since they were likely to consider the concept of limit as an infinite process which is never-ending and neverreaching a goal (Date-Huxtable et al, 2018;Monaghan, 2001;Montes & Carillo, 2015). However, they thought and discussed on more than just the potential meanings of infinity, such as a never-ending process or something unlimited.…”

Section: Discussionmentioning

confidence: 99%

“…In addition, the concept of infinity should not be considered as a concept only for secondary level students. Rather, the concept is equally important for primary and elementary school students and teachers (Bozkus et al, 2015;Date-Huxtable et al, 2018;Jirotková & Littler, 2004). For this reason, analyzing the knowledge for teaching the concept of infinity mathematics of primary and elementary school teachers and pre-service teachers about infinity or related elements can bring a different perspective to the literature.…”

Section: Discussionmentioning

confidence: 99%

“…What we know about pre-service mathematics teachers' knowledge of infinity is largely based upon the studies that investigate how they conceptualize and understand the concept of infinity (e.g., Date-Huxtable et al, 2018;Kolar & Čadež, 2011;Wijeratne & Zazkis, 2016). Though these studies have investigated pre-service mathematics teachers' mathematical knowledge of infinity in the eyes of conceptualization, they didn't focus on instructional practices including thinking on students' learning, planning a lesson, teaching the concept.…”

Section: Introductionmentioning

confidence: 99%

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Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Savuran

Işıksal-Bostan

2022

EUR J SCI MATH ED

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The study aims to explore how pre-service mathematics teachers reveal their knowledge of infinity during the lesson planning process in the context of limit. Specifically, we adopted the dimensions of mathematics teachers' specialized knowledge, which are related to mathematical knowledge and its relation with teaching. We conducted an exploratory case study design in a two-cycle lesson planning process with three senior pre-service mathematics teachers. The findings indicated that in the first planning process the participants did not use infinity as a way of thinking, rather they focused on paradoxes and potential infinity. After they taught their lesson plan, they started to think about the complexity of infinity not only in the context of limit but also in the concept itself during the lesson planning process. The findings did not cover the knowledge of infinity; rather, they yield important implications for lesson planning process to reveal teachers' knowledge for teaching.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Savuran

Işıksal-Bostan

2022

EUR J SCI MATH ED

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‘Infinity-based thinking’ in the primary classroom: a case for its inclusion in the curriculum

Holton

Symons

2020

Math Ed Res J

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El Conocimiento a cerca De Las ideas matemáticas sobre el infinito. El Caso De Los Educadores Matemáticos En Formación De La Universidad De Nariño

Mosquera López,

Soto Agreda,

Marmolejo Avenia

2023

rev.perspect

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En este artículo se discriminan las ideas matemáticas que un grupo de educadores matemáticos promueven a través de la enseñanza del infinito. Para lograr lo anterior, se adaptó el modelo del Conocimiento especializado del profesor de matemáticas. En el desarrollo de esta investigación se asumió un enfoque cualitativo descriptivo, como población se consideraron 50 secuencias de enseñanza diseñadas por el mismo número de educadores matemáticos en formación (EMF) encaminadas a suscitar el estudio del infinito en un curso de ingeniería. Dos categorías de análisis fueron consideradas para organizar los datos de la investigación: ideas matemáticas sobre el infinito y épocas de desarrollo del infinito. Como resultado, se infiere que los Educadores Matemáticos en Formación tienen un dominio limitado sobre este concepto puesto que las ideas matemáticas utilizadas para el desarrollo de las secuencias de enseñanza estuvieron fundamentalmente referidas a ideas intuitivas del mismo, las cuales se ubican en la época antigua; consecuentemente, ideas tales como la definición de conjunto infinito o la puesta en correspondencia entre los infinitos actual y potencial, de la época moderna y contemporánea no fueran consideradas cabalmente

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Conceptualisations of infinity by primary pre-service teachers

Cited by 5 publications

References 16 publications

Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

‘Infinity-based thinking’ in the primary classroom: a case for its inclusion in the curriculum

El Conocimiento a cerca De Las ideas matemáticas sobre el infinito. El Caso De Los Educadores Matemáticos En Formación De La Universidad De Nariño

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