When it’s on zero, the lines become parallel: Preservice elementary teachers’ diagrammatic encounters with division by zero
The Journal of Mathematical Behavior(2020)
摘要
•Pairs of preservice teachers explored division with a transformable diagram.•Participants’ diagrammatic encounters with division by zero were analyzed.•We show that dynamic diagrams can provide material contexts for investigating arithmetic concepts.
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关键词
Pre-service elementary teachers,Division,Inclusive materialism,Zero
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