Dimensions of Knowledge and Ways of Thinking of Irrational Numbers

Autor/inn/en	Hayfa, Nina; Saikaly, Layal
Titel	Dimensions of Knowledge and Ways of Thinking of Irrational Numbers
Quelle	In: Athens Journal of Education, 3 (2016) 2, S.137-154 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2407-9898
Schlagwörter	Foreign Countries; Number Concepts; Knowledge Level; Concept Formation; Mathematics Skills; Secondary School Mathematics; High School Students; Grade 9; Grade 10; Grade 12; Mathematics Tests; Accuracy; Definitions; Lebanon + Suchen Sie Ihr Suchwort? Ausland; Number concept; Zahlbegriff; Wissensbasis; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Begriffsbestimmung; Libanon
Abstract	This paper explores the dimensions of knowledge and the ways of thinking (procedural or proceptual thinking) adopted by 157 Lebanese students in different grades when defining and identifying irrational numbers when locating them on the number line. It searches for a relation between the performance of the participants and their different grades. The results show the participants' inconsistency in the dimensions of knowledge used and a dependency on the procedural ways of thinking is detected. A change in the performance within different grades is also found except when identifying the nature of the given numbers. (As Provided).
Anmerkungen	Athens Institute for Education & Research. 8 Valaoritou Street, Kolonaki, Athens 10671, Greece. e-mail: education@atiner.gr; Web site: https://www.athensjournals.gr/aje
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01