Abstract
Our research focuses on the development of ninth-grade student's concept of exponentiation. We conducted semi-structured interviews with four students to see to what extent they acquired the exponentiation concept by the end of the year. They had to solve four tasks, in which we could see which knowledge elements belonged to their actual level of development and which belonged to their zone of proximal development. Also, we were curious about the importance of the teacher's role as a guide in the process of concept acquisition. That is why we analyzed the students' and teacher's reactions. We found several reasons why it can be challenging for students to expand their exponentiation concept to negative exponents correctly and in the long term. Also, we can state that teacher's prompts can be determining factors in expanding a mathematical concept.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Annales Universitatis Paedagogicae Cracoviensis | Studia ad Didacticam Mathematicae Pertinentia
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
