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Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity

Artigo2022

Rüya Savuran ORCID; Mine Işıksal-Bostan ORCID

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Resumo

The study aims to explore how pre-service mathematics teachers reveal their knowledge of infinity during the lesson planning process in the context of limit. Specifically, we adopted the dimensions of mathematics teachers’ specialized knowledge, which are related to mathematical knowledge and its relation with teaching. We conducted an exploratory case study design in a two-cycle lesson planning process with three senior pre-service mathematics teachers. The findings indicated that in the first planning process the participants did not use infinity as a way of thinking, rather they focused on paradoxes and potential infinity. After they taught their lesson plan, they started to think about the complexity of infinity not only in the context of limit but also in the concept itself during the lesson planning process. The findings did not cover the knowledge of infinity; rather, they yield important implications for lesson planning process to reveal teachers’ knowledge for teaching.

Dados da obra

Tipo
Artigo
Periódico
European Journal of Science and Mathematics Education, v. 10, n. 3, p. 269-283
Ano
2022 (2022-03-03)
Idioma
en
Palavras-chave
pre-service mathematics teachers; lesson planning; limits; potential infinity; mathematical knowledge for teaching; teacher knowledge; paradox; mathematics teacher education
Temas
Formação de Professores de Matemática
DOI
10.30935/scimath/11838
ISSN
2301-251X
Licença
cc-by
Acesso
Download disponível
Fontes
OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
SAVURAN, Rüya; IŞIKSAL-BOSTAN, Mine. Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity. European Journal of Science and Mathematics Education, v. 10, n. 3, p. 269-283, 2022. DOI: https://doi.org/10.30935/scimath/11838.

APA

Savuran, R., & Işıksal-Bostan, M. (2022). Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity. European Journal of Science and Mathematics Education, 10(3), 269-283. https://doi.org/10.30935/scimath/11838

BibTeX
@article{savuran2022,
  author = {Savuran, Rüya and Işıksal-Bostan, Mine},
  title = {Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity},
  year = {2022},
  journal = {European Journal of Science and Mathematics Education},
  volume = {10},
  number = {3},
  pages = {269-283},
  doi = {10.30935/scimath/11838},
  language = {en}
}
RIS
TY  - JOUR
AU  - Savuran, Rüya
AU  - Işıksal-Bostan, Mine
TI  - Revealing Implicit Knowledge of Pre-Service Mathematics Teachers in Lesson Planning: Knowledge of Infinity
PY  - 2022
JO  - European Journal of Science and Mathematics Education
VL  - 10
IS  - 3
SP  - 269
EP  - 283
DO  - 10.30935/scimath/11838
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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