Preservice Mathematics Teachers’ Perceptions of Infinity, Indeterminate and Undefined

dc.creator	Elif Akşan
dc.creator	Derya ÇELİK
dc.date	2013-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:10:23Z
dc.date.available	2015-07-20T22:10:23Z
dc.identifier	http://dx.doi.org/10.12973/nefmed158
dc.identifier	1307-6086
dc.identifier	https://doaj.org/article/e56cebd00c094a7bab397ae6b1648171
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/13580
dc.description	The aim of this study is to reveal the perceptions of preservice mathematics teachers on the concepts of infinity, indeterminate and undefined. The study was conducted with 83 teacher candidates attending to Primary School Mathematics Education at a state-owned university. A two-part test was applied to preservice teachers. In the first part of the test, three questions were directly posed to preservice teachers to clarify what they understand the concepts of infinity, indeterminate, and undefined. In the second part of the test, nine cases representing infinity, indeterminate and undefined (∞+∞, 1∞ and 1/0 etc.) were given to the teacher candidates and they were asked to explain what these symbolic representations mean to them. Based on the data obtained from the test, the candidate teachers (23%) has been more successful in explaining the concept of indeterminate. Except for the concept of undefined, their daily life experiences were seem to be effective to their explanations about the other two concepts. It was also determined that preservice teachers substitute these three concepts to each other. Besides, the study concluded that previously learned some dominant rules were quite effective to teacher’ candidates' decisions of the about given symbolical cases.
dc.language	Turkish
dc.language	English
dc.publisher	Necatibey Faculty of Education
dc.relation	http://www.nef.balikesir.edu.tr/~dergi/makaleler/yayinda/14/EFMED_MTE181.pdf
dc.relation	https://doaj.org/toc/1307-6086
dc.rights	CC BY-NC-ND
dc.source	Necatibey Faculty of Education, Electronic Journal of Science and Mathematics Education , Vol 7, Iss 1, Pp 166-190 (2013)
dc.subject	Infinity
dc.subject	Indeterminate
dc.subject	Undefined
dc.subject	Preservice mathematics teachers
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Preservice Mathematics Teachers’ Perceptions of Infinity, Indeterminate and Undefined
dc.type	article