A Multidimensional Approach to Explore the Understanding of the Notion of Absolute Value

Autor/inn/en	Gagatsis, Athanasios; Panaoura, Areti
Titel	A Multidimensional Approach to Explore the Understanding of the Notion of Absolute Value
Quelle	In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 2, S.159-173 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.790510
Schlagwörter	Mathematics Instruction; Mathematical Concepts; Questionnaires; Mathematical Logic; Error Patterns; Epistemology; Number Concepts; Numbers; Educational History; Teaching Methods; Foreign Countries; High School Students; Problem Solving; Equations (Mathematics); Mathematics Skills; Algebra; Cyprus + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Fragebogen; Mathematical logics; Mathematische Logik; Fehlertyp; Erkenntnistheorie; Number concept; Zahlbegriff; Zahlenraum; History of education; Bildungsgeschichte; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Problemlösen; Equations; Mathematics; Gleichungslehre; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Zypern
Abstract	The study aimed to investigate students' conceptions on the notion of absolute value and their abilities in applying the specific notion in routine and non-routine situations. A questionnaire was constructed and administered to 17-year-old students. Data were analysed using the hierarchical clustering of variables and the implicative method, while the qualitative approach was used to identify and analyse students' errors. The results revealed students' strong tendency to use algorithmic processes even in situations in which this kind of reasoning was not suited. This tendency and students' errors in the tasks were assumed to occur primarily due to obstacles of didactic origin concerning the didactic contract and subsequently due to epistemological obstacles grounded in the history of mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10