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 |
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| Language: | English |
| Authors: | Rizos, Ioannis (ORCID |
| 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 |
| 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. |
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| ISSN: | 1306-3030 |
