A Hypothetical Learning Trajectory for the Understanding of Number Density in High School Students = Una Trayectoria Hipotética de Aprendizaje para la Comprensión de Densidad Numérica con Estudiantes de Bachillerato [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).

Autor/inn/en	Suárez-Rodríguez, Mayra; Sacristán Rock, Ana Isabel
Titel	A Hypothetical Learning Trajectory for the Understanding of Number Density in High School Students = Una Trayectoria Hipotética de Aprendizaje para la Comprensión de Densidad Numérica con Estudiantes de Bachillerato [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (43rd, Philadelphia, PA, Oct 14-17, 2021).
Quelle	(2021), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Education; High School Students; Number Concepts; Semiotics; Concept Formation; Foreign Countries; Secondary School Mathematics; Colombia + Suchen Sie Ihr Suchwort? Mathematische Bildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Number concept; Zahlbegriff; Semiotik; Concept learning; Begriffsbildung; Ausland; Kolumbien
Abstract	During their school life, students learn mathematical topics that can be considered essential for the understanding of the property of density in the set of real numbers. Therefore, we detected a need to design and elaborate a Hypothetical Learning Path to include topics to help promote the learning of this property. This report shows results of a first stage of an educational experiment as part of an ongoing research. It describes how through the trajectory, high school students are able to recognize ways of finding numbers in an interval using various semiotic representations. We also describe some difficulties that students had to recognize the non-existence of a successor in real numbers. [For the complete proceedings, see ED630060.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01