ERIC Number: EJ1361641
Record Type: Journal
Publication Date: 2022
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2573-4377
Available Date: N/A
Developing Conceptual Understanding of Irrational Numbers Based on Technology through Activity System
Rafiepour, Abolfazl; Abdolahpour, Kazem; Farsani, Danyal
Mathematics Teaching Research Journal, v14 n1 p114-137 Spr 2022
The main purpose of this study is to develop a conceptual understanding of the irrational number of the square root of 2 ([square root]2 ). Participants in the study were 20 ninth-grade male students. Activity Theory was used as a framework to show the development of the conceptual understanding. Since this study was conducted during the COVID-19 pandemic; online teaching method was adopted. In this teaching method, WhatsApp messaging and calculator were used as our basic technology. Virtual education lasted 2 sessions (120 minutes) for the development conceptual understanding of the irrational number of square root of 2. To produce data, WhatsApp Export Capability was used. For data analysis, the online teaching activity system was used. By analyzing this activity system, three tensions were understood. Modifying these tensions, has led to their students making the concept of the irrational number of the square root of 2 ([square root]2 ) and reach a single definition.
Descriptors: Concept Formation, Mathematical Concepts, Mathematics Instruction, COVID-19, Pandemics, Computer Software, Computer Mediated Communication, Numbers, Data Analysis, Teaching Methods, Learning Management Systems, Calculators, Grade 9, Males, Teacher Student Relationship, Distance Education
City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; High Schools; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A