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All Journal Union: Jurnal Ilmiah Pendidikan Matematika Indonesian Journal of Mathematics Education
José Antonio Juárez-López
Benemérita Universidad Autónoma de Puebla
Education Mathematics

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Exploring a Mathematics Teacher’s Conceptions of Infinity: The Case of Louise Irving Aaron Diaz-Espinoza; José Antonio Juárez-López; Estela Juárez-Ruiz
Indonesian Journal of Mathematics Education Vol. 6 No. 1 (2023): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v6i1.560

Abstract

Several papers studied infinity from the difficulties that students and teachers show in developing the concept. For this study, it was considered the analysis of the equality 0.999 … = 1. Mainly, this research aims to show that a mathematics teacher presents erroneous conceptions just like a student; that is, both students and teachers have the same difficulties in the concept of infinity. To this aim, a semi-structured interview was conducted with an in-service mathematics teacher in Tlaxcala, Mexico. The purpose of this research is to exhibit a high school math teacher’s misconceptions about the concept of infinity. In general, misconceptions found here can be divided into four groups: without a clear picture of the concept of infinity, an infinite periodic decimal number cannot be a representation of a finite number, a decreasing infinite sum cannot lead to a finite number and an infinite process is limited in real life is finite and has ended. The results obtained were compared with those already available in references about the difficulties with students and teachers, finding that the results shown here are like those reported in the literature. This highlights the need to overcome the teacher’s conceptions of infinity in future research.
Konsepsi guru matematika tentang ketidakterbatasan: studi pendahuluan di tingkat sekolah menengah dan atas Irving Aarón Díaz-Espinoza; José Antonio Juárez-López
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 11 No 3 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v11i3.16006

Abstract

The literature indicates that students consistently exhibit limited conceptions of infinity in various contexts. Furthermore, it is more resistant in geometric than arithmetic contexts. On the other hand, there is a smaller amount of literature that explores teachers' conceptions and how these conceptions may be similar to those of their students. Therefore, this work presents the results obtained from applying a five-item instrument with secondary and high school mathematics teachers who are in public or private service in the state of Puebla, Mexico. This study had a dual purpose: to show that teachers also possess limited conceptions of infinity, as students do, thereby expanding the existing literature on this topic; and secondly, to emphasize that the results shown here will enable subsequent work to design an intervention for a profound conceptual change regarding infinity among teachers.
Co-Authors Estela Juárez-Ruiz Irving Aaron Diaz-Espinoza