Do they become parallel? Preservice teachers’ use of dynamic diagrams to explore division by zero
Published: 2017
Publication Name: Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Publication URL: https://www.pmena.org/pmenaproceedings/PMENA%2039%202017%20Proceedings.pdf
Abstract:
We conducted an interview study to investigate how pre-service K-8 teachers explored a diagrammatic model of division. To create the diagram, we adapted the classic procedure for constructing the quotient of two segments to a dynamic geometry environment. The diagram had moveable points that allowed participants to set the directed (positive/negative) lengths of segments to be divided and the lengths of these segments determined the directed length of the quotient. Twenty pre-service K-8 teaches were interviewed in pairs. We report episodes of how they explored the diagrammatic representation of division by zero.
Dimmel, J., & Pandiscio, E. (2017). Do they become parallel? Preservice teachers’ use of dynamic diagrams to explore division by zero. In E. Galindo & J. Newton, (Eds.), Proceedings of the 39th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 897–900). Indianapolis, USA: Hoosier Association of Mathematics Teacher Educators. https://www.pmena.org/pmenaproceedings/PMENA%2039%202017%20Proceedings.pdf