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Mathematics Students' Conceptions and Reactions to Questions Concerning the Nature of Rational and Irrational Numbers

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Title: Mathematics Students' Conceptions and Reactions to Questions Concerning the Nature of Rational and Irrational Numbers
Language: English
Authors: Rizos, Ioannis (ORCID 0000-0002-4092-1715), Adam, Maria (ORCID 0000-0001-5246-5860)
Source: International Electronic Journal of Mathematics Education. 2022 17(3).
Availability: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Peer Reviewed: Y
Page Count: 15
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Instruction, Mathematical Concepts, Student Attitudes, Teaching Methods, Undergraduate Students, Numbers, Foreign Countries, COVID-19, Pandemics, Learning Processes, Online Courses, Integrated Learning Systems, Task Analysis
Geographic Terms: Greece
ISSN: 1306-3030
Abstract: In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students' conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1357634
Database: ERIC
FullText Text:
  Availability: 0
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  Data: International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
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  Data: In this paper, we present parts of an online qualitative research project which lasted a whole semester about the understanding of real numbers by sixty first-year Greek mathematics undergraduate students during the COVID-19 pandemic. We focus on the distinction between rational and irrational numbers and their location on the number line using straightedge and compass. The results, came of questionnaires, focused interviews and tasks, disclosed some gaps regarding real numbers that the students had from school and revealed confusion between irrational numbers and their decimal approximation. The results also led us to group students' conceptions of rational and irrational numbers into five categories related to the number and pattern of decimal digits. Teaching practices and perspectives as well as the, negative, impact of the pandemic on teaching and learning mathematics are discussed.
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    Languages:
      – Text: English
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        PageCount: 15
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        Type: general
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      – SubjectFull: Student Attitudes
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      – TitleFull: Mathematics Students' Conceptions and Reactions to Questions Concerning the Nature of Rational and Irrational Numbers
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