Knowledge of Sets: a Didactic Phenomenon.
Saved in:
| Title: | Knowledge of Sets: a Didactic Phenomenon. |
|---|---|
| Authors: | Bingolbali, Erhan1 (AUTHOR) erhanbingolbali@yahoo.co.uk, Demir, Gokhan2 (AUTHOR), Monaghan, John D.3,4 (AUTHOR) |
| Source: | International Journal of Science & Mathematics Education. Aug2021, Vol. 19 Issue 6, p1187-1208. 22p. |
| Subject Terms: | *Textbooks, Commons, Set theory |
| Abstract: | This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b, c} are sets but {1, 2, 3, a, b, c} is not a set. The paper reports manifestations of this phenomenon in one country: across a range of school students in textbooks and in curricula and across pre-service and in-service teachers. The paper considers interpretations of the results under various theoretical frameworks and argues that these interpretations can be synthesized around the anthropological theory of the didactic. The paper ends with implications for what is taught under the name 'mathematics'. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Science & Mathematics Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | This paper examines a didactic phenomenon, a perception that the elements of sets have a common property, e.g. that {1, 2, 3} and {a, b, c} are sets but {1, 2, 3, a, b, c} is not a set. The paper reports manifestations of this phenomenon in one country: across a range of school students in textbooks and in curricula and across pre-service and in-service teachers. The paper considers interpretations of the results under various theoretical frameworks and argues that these interpretations can be synthesized around the anthropological theory of the didactic. The paper ends with implications for what is taught under the name 'mathematics'. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 15710068 |
| DOI: | 10.1007/s10763-020-10106-5 |
