Lisa Skultety, E. Saclarides, Neet Priya Bajwa, Karie Brown, Adam Poetzel, J. Gerardo
We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of mathematical wounds EPSTs may have. Utilizing this framework, MTEs can support EPSTs’ mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs’ mathematical wounds and healing into account.
{"title":"Making sense of elementary pre-service teachers’ mathematical wounds: A proposed framework for practice","authors":"Lisa Skultety, E. Saclarides, Neet Priya Bajwa, Karie Brown, Adam Poetzel, J. Gerardo","doi":"10.29333/iejme/13170","DOIUrl":"https://doi.org/10.29333/iejme/13170","url":null,"abstract":"We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of mathematical wounds EPSTs may have. Utilizing this framework, MTEs can support EPSTs’ mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs’ mathematical wounds and healing into account.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"80 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78340211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nagham Mohammad, Mihai Nica, K. M. Levere, Rachel Okner
Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students’ preferences and attitudes towards new “Engaged Mathematics Labs” in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from ~200 first year students participating in “Engaged Mathematics Labs” across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.
{"title":"Promoting engagement via engaged mathematics labs and supportive learning","authors":"Nagham Mohammad, Mihai Nica, K. M. Levere, Rachel Okner","doi":"10.29333/iejme/12960","DOIUrl":"https://doi.org/10.29333/iejme/12960","url":null,"abstract":"Out-of-class activities play a crucial role in student learning. However, student opinions on the design of these activities are rarely measured across several different classes. The purpose of this study is to understand students’ preferences and attitudes towards new “Engaged Mathematics Labs” in which professors and teaching assistants assisted students in completing an assignment during lab time. We analyze both qualitative and quantitative survey responses from ~200 first year students participating in “Engaged Mathematics Labs” across two different levels of mathematics classes at a large Canadian public university. Results indicate that students enjoy being able to work in groups regardless of major or gender. Moreover, students learned to effectively use resources available in the course to solve questions that deepen their understanding of course concepts. Understanding the student preferences from this study can help form the design of future learning activities and future pedagogical studies.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"8 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74713392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students’ intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.
{"title":"Examination of middle school mathematics textbooks in terms of values","authors":"Tuğba Horzum, Esra Yildiz","doi":"10.29333/iejme/12908","DOIUrl":"https://doi.org/10.29333/iejme/12908","url":null,"abstract":"The aim of the study is to determine the extent to which the root values were included in the middle school mathematics textbooks that were recommended in the 2018 middle school mathematics curriculum by Ministry of National Education (MoNE). In this study, mathematics textbooks were assumed to be an important material in terms of development of students’ intention to use root values. The data were collected from ten mathematics textbooks, including two fifth grade, three sixth grade, two seventh grade, and three eighth grades, recommended by MoNE for use in middle schools in the 2019-2020 academic year. A basic qualitative research design was used in the study. To analyze the data a content analysis process was implemented. As a result, it was found that while the values of friendship, self-control, responsibility, patriotism, and benevolence were used in the textbooks in detail and with their first meanings, there was not enough content about the values of justice, honesty, respect, and love and these values were being used differently from their first meanings. It is recommended that the content involving root values should be distributed more homogeneously to the grade levels and values should be used with their first meaning in mathematics textbooks. In addition, there should be more specific information in mathematics textbooks about how to integrate root values into a mathematics classroom.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"46 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74531181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José Gerardo Piña-Aguirre, Rosa María Farfán Márquez
With the objective of identifying intrinsic forms of mathematical production in complex analysis (CA), this study presents an analysis of the mathematical activity of five original works that contributed to the development of Cauchy’s integral theorem. The analysis of the mathematical activity was carried out through the identification of the types of expressions used and the way they were used by the historical subjects when communicating their results, to subsequently identify transversal elements of knowledge production. The analysis was refined by the notion of confrontation, which depicts the development of mathematical knowledge through the idea of building knowledge against previous knowledge. As a result of the study we established epistemological hypothesis, which are conceived as conjectures that reveal ways in which mathematical knowledge was generated in CA.
{"title":"What enabled the production of mathematical knowledge in complex analysis?","authors":"José Gerardo Piña-Aguirre, Rosa María Farfán Márquez","doi":"10.29333/iejme/12996","DOIUrl":"https://doi.org/10.29333/iejme/12996","url":null,"abstract":"With the objective of identifying intrinsic forms of mathematical production in complex analysis (CA), this study presents an analysis of the mathematical activity of five original works that contributed to the development of Cauchy’s integral theorem. The analysis of the mathematical activity was carried out through the identification of the types of expressions used and the way they were used by the historical subjects when communicating their results, to subsequently identify transversal elements of knowledge production. The analysis was refined by the notion of confrontation, which depicts the development of mathematical knowledge through the idea of building knowledge against previous knowledge. As a result of the study we established epistemological hypothesis, which are conceived as conjectures that reveal ways in which mathematical knowledge was generated in CA.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"24 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89146798","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angelina G. González Peralta, Mario Sánchez Aguilar
Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students’ emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.
{"title":"Undergraduate students’ emotions around a linear algebra oral practice test","authors":"Angelina G. González Peralta, Mario Sánchez Aguilar","doi":"10.29333/iejme/13007","DOIUrl":"https://doi.org/10.29333/iejme/13007","url":null,"abstract":"Educational research has reported different benefits related to the use of practice tests. In the case of the teaching and learning of mathematics, evidence has been found that the use of practice tests is associated with an improved performance in standardized tests. However, it is less known about the emotions that students experience during such practice tests. This paper reports on a study on the use of practice test in mathematics instruction at the undergraduate level, which focuses on exploring students’ emotions during a practice test for linear algebra. 78 students answered a questionnaire one day after having participated in an oral practice test on linear algebra. The results suggest that before the practice test nervousness was predominant among students, but this emotion decreases as the activity progresses.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"11 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87345672","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A review of studies analyzing the statistical knowledge of primary schoolchildren (6-12 years old) is carried out. Based on a review in JCR/SSCI, Scopus, Eric, Google Scholar, Science Direct, World Scientific, Springer, and Wiley Online library, 18 articles (2003-2021) have been identified and analyzed based on two objectives: (i) to identify the different study approaches and (ii) to analyze the elements of statistical knowledge. The results show that almost half of the investigations were carried out based on one of the following approaches: the Toulmin approach (TM), the statistical mathematical working space (SMWS), the structure of observed learning outcomes (SOLO) taxonomy and Curcio’s graph reading levels (CGRL). It is concluded that CGRL is the most common approach and statistical graphs are the most analyzed statistical objects.
{"title":"Statistical knowledge of primary schoolchildren: An overview of study approaches","authors":"Daniel Londoño, Ángel Alsina","doi":"10.29333/iejme/12984","DOIUrl":"https://doi.org/10.29333/iejme/12984","url":null,"abstract":"A review of studies analyzing the statistical knowledge of primary schoolchildren (6-12 years old) is carried out. Based on a review in JCR/SSCI, Scopus, Eric, Google Scholar, Science Direct, World Scientific, Springer, and Wiley Online library, 18 articles (2003-2021) have been identified and analyzed based on two objectives: (i) to identify the different study approaches and (ii) to analyze the elements of statistical knowledge. The results show that almost half of the investigations were carried out based on one of the following approaches: the Toulmin approach (TM), the statistical mathematical working space (SMWS), the structure of observed learning outcomes (SOLO) taxonomy and Curcio’s graph reading levels (CGRL). It is concluded that CGRL is the most common approach and statistical graphs are the most analyzed statistical objects.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"175 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73316931","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The integration of science, technology, engineering, and mathematics (STEM) education in various fields of knowledge is needed to enhance the country’s economic development. STEM education is essential in developing technology towards the Industrial Revolution 4.0 (IR4.0) era. However, in many countries, especially in Indonesia, students are less interested in STEM subjects. This study aims to identify the differences and interactions of student interest in STEM based on parental education and gender. This study uses a quantitative method involving 150 secondary school students at Simanosor Julu, Medan, Indonesia. The results of data analysis based on the mean score indicated that there are differences in students’ interest in STEM-based on gender and parental education. The mean score of male students, based on parental education at the university level, is higher than female students. It is recommended that there are additional study more deeply the STEM interests of students based on (a) social-economic status, (b) rural and urban schools, (c) the relationship between the two variables, and (d) involves students with more numbers.
{"title":"Students’ interest in Science, Technology, Engineering, and Mathematics (STEM) based on parental education and gender factors","authors":"N. Siregar, R. Rosli, S. Nite","doi":"10.29333/iejme/13060","DOIUrl":"https://doi.org/10.29333/iejme/13060","url":null,"abstract":"The integration of science, technology, engineering, and mathematics (STEM) education in various fields of knowledge is needed to enhance the country’s economic development. STEM education is essential in developing technology towards the Industrial Revolution 4.0 (IR4.0) era. However, in many countries, especially in Indonesia, students are less interested in STEM subjects. This study aims to identify the differences and interactions of student interest in STEM based on parental education and gender. This study uses a quantitative method involving 150 secondary school students at Simanosor Julu, Medan, Indonesia. The results of data analysis based on the mean score indicated that there are differences in students’ interest in STEM-based on gender and parental education. The mean score of male students, based on parental education at the university level, is higher than female students. It is recommended that there are additional study more deeply the STEM interests of students based on (a) social-economic status, (b) rural and urban schools, (c) the relationship between the two variables, and (d) involves students with more numbers.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"213 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74488469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual’s mathematics anxiety may prove beneficial to designing more focused and influential interventions.
{"title":"Reflections on mathematics ability, anxiety, and interventions","authors":"B. J. Brewster, Tess Miller","doi":"10.29333/iejme/12822","DOIUrl":"https://doi.org/10.29333/iejme/12822","url":null,"abstract":"Competency in mathematics is needed to respond to the vast employment opportunities available in the STEM sectors. These employment opportunities all require basic foundational mathematics skills, yet there is a shortfall of mathematics abilities due, in-part, to mathematics anxiety. Mathematics anxiety can surface as fear and avoidance of mathematics and has been linked to low mathematics performance and ability (Ashcraft, 2002; Luttenberger et al., 2018). This thought paper (Snell, n.d.), paper begins with a synthesis of research on mathematics anxiety including the known causal factors: cognitive/affective, social, and genetic as well as the recently proposed causal factor, missed opportunity (Brewster & Miller, 2020). Missed opportunity refers to cases where an individual who is capable academically to comprehend mathematics but has missed the opportunity to learn basic foundational skills in mathematics. Missing the opportunity to learn foundational concepts in mathematics places great stress, which can result in feelings of anxiety. Next, a synthesis of interventions for mathematics anxiety such as mindfulness exercises (Brunyé et al., 2013) and expressive writing (Brewster & Miller, 2022; Park et al., 2014) are discussed, which led to the realization that interventions are more complex than previously reported given that other factors can affect interventions such as duration of writing, quality of instruction, or additional stressors causing anxiety, including test anxiety. Knowing the causal factors influencing an individual’s mathematics anxiety may prove beneficial to designing more focused and influential interventions.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"50 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90968819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mustafa Guler, R. D. Taylan, M. Baki, Damla Demirel, D. Celik, Esra Bukova Guzel, Fatma Aslan-Tutak, Aytug Ozaltun Celik
This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.
{"title":"Supporting novice mathematics teachers: The impact of an e-mentoring and video-based professional development program on teachers’ noticing skills","authors":"Mustafa Guler, R. D. Taylan, M. Baki, Damla Demirel, D. Celik, Esra Bukova Guzel, Fatma Aslan-Tutak, Aytug Ozaltun Celik","doi":"10.29333/iejme/13091","DOIUrl":"https://doi.org/10.29333/iejme/13091","url":null,"abstract":"This paper focuses on e-mentoring of novice mathematics teachers as professional development, and reports findings of the e-mentoring practices enriched with videos to improve noticing skills of novice teachers. A single group pre- and post-test study was conducted with the participation of 17 mentees, novice middle school mathematics teachers. Participants’ noticing skills were assessed through a whole-class teaching video shown to them before and after the intervention. The responses of the teachers to the video assessment were analyzed considering attending, interpreting and decision-making dimensions of noticing. The results revealed that the e-mentoring program improved the novice mathematics teachers’ noticing skills significantly in all dimensions.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"24 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75233656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of this mathematical concept. It is shown how the active and conscious questioning of these models led to a process of axiomatization of mathematical infinity, which was completed with the works of Cantor (1883) and Robinson (1974). The implemented methodology is supported by a qualitative and argumentative bibliographic research based on content analysis from a meta-ethnography. From this research, information is obtained about the unconscious mathematical structures students are confronted with and the conscious patterns of reasoning they must develop to overcome difficulties and obstacles that these models produce, and thus achieve an adequate understanding of mathematical infinity.
{"title":"Exploring the relationship between tacit models and mathematical infinity through history","authors":"Tamara Díaz-Chang, Elizabeth H. Arredondo","doi":"10.29333/iejme/12823","DOIUrl":"https://doi.org/10.29333/iejme/12823","url":null,"abstract":"In this article we address the historical and epistemological study of infinity as a mathematical concept, focusing on identifying difficulties, counter-intuitive ideas and paradoxes that constituted implicit, unconscious models faced by mathematicians at different times in history, representing obstacles in the rigorous formalization process of this mathematical concept. It is shown how the active and conscious questioning of these models led to a process of axiomatization of mathematical infinity, which was completed with the works of Cantor (1883) and Robinson (1974). The implemented methodology is supported by a qualitative and argumentative bibliographic research based on content analysis from a meta-ethnography. From this research, information is obtained about the unconscious mathematical structures students are confronted with and the conscious patterns of reasoning they must develop to overcome difficulties and obstacles that these models produce, and thus achieve an adequate understanding of mathematical infinity.","PeriodicalId":29770,"journal":{"name":"International Electronic Journal of Mathematics Education","volume":"5 1","pages":""},"PeriodicalIF":0.6,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74351172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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