Autor: |
Akar, Gülseren Karagöz, Belin, Mervenur, Arabacı, Nil, İmamoğlu, Yeşim, Akoğlu, Kemal |
Předmět: |
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Zdroj: |
Proceedings of International Conference on Education in Mathematics, Science & Technology; 2023, Vol. 1, p259-277, 19p |
Abstrakt: |
This study investigated in-service teachers' conceptualization of the pure imaginary number ib, within the Cartesian form, a + ib where a and b are real numbers and i is the imaginary unit. As part of a larger design-based research study, in which a professional development (PD) program was designed to investigate five in-service teachers' conceptualization of different forms of complex numbers, we conducted pre and post written problem-solving sessions together with post PD interviews. Results showed that after PD all the participants defined i as one of the roots of the quadratic equation, x2 + 1 = 0. They also could show i geometrically as a point (0,1) on the complex plane. Although all the participants mentioned operator meaning of i as a 90-degree rotation when multiplied with b; only one of them mentioned the dilation meaning of b when multiplied with i. Results suggested considering the pure imaginary part of the Cartesian form focusing on both the operator meanings of b and i is important for understanding the nature of complex numbers and the complex plane for teacher education and teacher content knowledge. These results further suggest that quantitative reasoning might lay a foundation for connecting different forms of complex numbers, including the unit, i. [ABSTRACT FROM AUTHOR] |
Databáze: |
Complementary Index |
Externí odkaz: |
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