Literaturnachweis - Detailanzeige
| Autor/inn/en | Zazkis, Rina; Sirotic, Natasa |
|---|---|
| Titel | Making Sense of Irrational Numbers: Focusing on Representation [Konferenzbericht] 28th, Bergen, Norway, July 14-18, 2004. |
| Quelle | (2004), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Teaching Methods; Numbers; Preservice Teachers; Secondary School Teachers; Knowledge Representation; Cognitive Processes; Comprehension; Mathematics Skills; Mathematics Teachers |
| Abstract | In our investigation of preservice secondary teachers' understanding of irrational numbers we focus on how different representations influence participants' responses with respect to irrationality. As a theoretical perspective we use the distinction between transparent and opaque representations, that is, representations that "show" some features of numbers while they "hide" others. The results suggest that often participants do not rely on the given transparent representation (i.e. 53/83) in determining whether a number is rational or irrational. Further, the results indicate participants' tendency to rely on a calculator and a preference towards decimal over the common fraction representation. As a general recommendation for teaching practice we suggest a tighter emphasis on representations and conclusions that can be derived from considering them. [For complete proceedings, see ED489597.] (Author). |
| Anmerkungen | International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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