Conceptions of Zero among Students with and without Learning Disabilities

Autor/inn/en	Güven Akdeniz, Dilsad; Yakici Topbas, Esra Selcen; Argün, Ziya
Titel	Conceptions of Zero among Students with and without Learning Disabilities
Quelle	In: International Journal for Mathematics Teaching and Learning, 23 (2022) 2, S.1-21 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1473-0111
Schlagwörter	Mathematical Concepts; Students with Disabilities; Learning Disabilities; Misconceptions; Mathematics Instruction; Grade 4; Numbers; Symbols (Mathematics); Foreign Countries; Elementary School Mathematics; Turkey + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Missverständnis; Mathematics lessons; Mathematikunterricht; School year 04; 4. Schuljahr; Schuljahr 04; Zahlenraum; Ausland; Elementare Mathematik; Schulmathematik; Türkei
Abstract	Zero has been philosophically and symbolically interpreted differently from other numbers throughout history. While it is foundational to all mathematics, in early grades, it is denounced as representing "nothing." In this study, the understanding of zero among students with learning disabilities (LD) and no learning disabilities (NLD) were investigated, and conceptual similarities and differences were examined. This research is a multiple-case study based on qualitative design. The study participants were six students, three with LD and three with NLD, aged between 10 and 12 years. Data were collected through clinical interviews that focused on zero as a number, the meaning of zero as "nothing," zero as the cardinality of an empty set, and zero's use as a symbol (place value, placeholder, digit). According to the findings obtained through the content analysis method, no patterns demonstrated clear distinctions between students with LD and NLD in interpreting zero as a number or the meanings of cardinality. In other words, LD and NLD students had differences and similarities in their zero understandings but were not sharp enough patterns to identify the groups. The students' explanations of their conceptualizations of zero provided some notable results. Significant misconceptions within all students' understandings of zero suggest the need for primary school mathematics teachers to pay more attention to the meaningful understanding of zero. (As Provided).
Anmerkungen	Centre for Innovation in Mathematics Teaching. 5th Floor Rolle Building, Faculty of Education University of Plymouth, Drake Circus, Plymouth, PL4 8AA, UK. Tel: +44-1752-585346; Fax: +44-1752-585344; e-mail: feedback@cimt.org.uk; Web site: http://www.cimt.org.uk/ijmtl/index.php/IJMTL/about
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01