![]() ![]() Encontramos un gradiente de profundidad en sus ideas desde (i) una visión de los enteros como modelo de número, ajenidad o inseguridad frente a estos aspectos de R, principalmente en estudiantes con menor estudio de matemática. ![]() Presentamos el análisis de respuestas, de estudiantes de secundaria y de universidad a cuatro tareas que indagan cómo comprenden qué es un número en general y en particular un número irracional, el orden, la densidad y el supremo de un intervalo, en los números reales. This is not customary in university education. We argue that semiotic processes of suspension and redescription are involved in learning mathematical infinity, requiring in this case the participation in educational contexts favouring a high degree of mathematical reflection and explicitation. ![]() Overall, the distinction between infinity and everything posed the most difficult challenge for students in different conditions. Instead, advanced and Mathematics students accepted infinite collections and distinguished them from everything. Most first year students and Sports students did not accept infinite collections in some cases they identified infinity with the notion of a lot. The application of Factorial Correspondence Analysis showed that mathematical education was the most important variable for the understanding of this concept, followed by educational level. Participants were 120 first year and advanced undergraduate students of Sports, Biology and Mathematics. In this paper we study university students' conceptions about mathematical infinity by means of an individual, written questionnaire. ![]()
0 Comments
Leave a Reply. |