“There is One Geometry and in Each Case There is a Different Formula”

Rizos, Ioannis; Patronis, Anastasios; Lappas, Dionyssios

doi:10.1007/s11191-017-9915-1

Cited by 1 publication

(1 citation statement)

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“…For example, they find it difficult to define rational and irrational numbers accurately, resorting to incorrect interpretations and models related to their grade (Fischbein et al, 1995) or they base their understanding about irrational numbers on intuition, rather than on formal knowledge (Guven et al, 2011). Besides, the tendency of students to oversimplify problems when they find it difficult to elaborate a subject mathematically by constructing imaginative models and naive interpretations even where they are not applied is well known (Rizos et al, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Mathematics students’ conceptions and reactions to questions concerning the nature of rational and irrational numbers

Rizos¹,

Αδάμ²

2022

INT ELECT J MATH ED

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In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students' conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.

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Section: Literature Reviewmentioning

confidence: 99%