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Promoting Conceptual Change Regarding Infinity in High School Mathematics Teachers through a Workshop
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- Author(s): Irving Aarón Díaz-Espinoza (ORCID
Irving Aarón Díaz-Espinoza (ORCID 0000-0001-5667-6622 ); José Antonio Juárez-López (ORCIDJosé Antonio Juárez-López (ORCID 0000-0003-2501-943X ); Isaias Miranda (ORCIDIsaias Miranda (ORCID 0000-0003-2076-7383 )- Language:
English- Source:
Journal on Mathematics Education. 2024 15(2):473-494.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
- Peer Reviewed: Y
- Source: 22
- Subject Terms: Mathematics Instruction; Mathematics Teachers; Teaching Methods; Intervention; Teacher Workshops; Concept Formation; Mathematical Concepts; Number Concepts; Vignettes; Guidelines; Geometric Concepts; Arithmetic; Schemata (Cognition); Outcomes of Education; Faculty Development; Teacher Attitudes; Foreign Countries
- Subject Terms:
- ISSN: 2087-8885
2407-0610 - Abstract: This report delineates the outcomes of an intervention conducted with in-service high school educators, focusing on elucidating three distinct scenarios within geometric and arithmetic domains: the infinitely large, infinitely numerous, and infinitesimally close. Grounded in the theoretical framework of conceptual change, it is posited that when an individual exhibits entrenched conceptions, it signifies a misclassification of the pertinent concept, necessitating a categorical shift to effectuate a transformation in their cognitive schema, particularly concerning the notion of infinity. Thus, the principal objective of this investigation was to ameliorate the entrenched conceptions held by educators pertaining to infinity through a workshop-based intervention. Preceding the workshop, educators predominantly exhibited conceptions aligned with natural and potential infinities. However, after the workshop, a discernible transition was observed, with educators engendering an actual conception of infinity or an omega-epsilon position, exemplified by their acceptance of equivalences such as 0.999…=1 and the parity in the cardinality of sets comprising natural numbers, even numbers, and perfect squares. Nonetheless, notwithstanding this progress, confident educators evinced resistance to embracing the concept of actual infinity, particularly in instances such as the hypothetical scenario depicted in Hilbert's Grand Hotel. Consequently, drawing upon the framework of conceptual change theory, it can be postulated that a complete categorical shift was not universally realized among educators due to their reluctance to revise entrenched beliefs concerning natural or potential infinity.
- Abstract: As Provided
- Publication Date: 2024
- Accession Number: EJ1428019
- Availability:
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