Objectives This study investigated high school first-year students' awareness of recurring decimals and examined their understanding of infinite sums related to geometric figures and various equivalent expressions of “the same”. Methods To achieve this, we developed survey questions to assess awareness of the recurring decimal 0.333..., and created dynamic materials and worksheets introducing infinite sums of geometric figures. Additionally, we developed worksheets focusing on various equivalent expressions of “the same”. Subsequently, we conducted a survey with 33 first-year students currently enrolled at H High School. After implementing the worksheets in class, we analyzed the results. Results Based on the analysis of survey responses regarding awareness of the recurring decimal 0.333..., students were categorized into three types: Type A showed actual infinite perspectives both algebraically and geometrically, Type B showed actual infinite algebraic perspectives but potential infinite perspectives geometrically, and Type C showed potential infinite perspectives in both algebraic and geometric aspects. Analyzing the responses to assignments on infinite sums of geometric figures based on these types, approximately half of Type A students demonstrated actual infinite perspectives on infinite sums. In contrast, the majority of Type B and C students showed potential infinite perspectives. Furthermore, regarding assignments on various expressions of equivalence based on Types A, B, and C, roughly half of Type A students understood newly presented expressions of equivalence, whereas the majority of Type B and C students did not comprehend these expressions well. Conclusions This research indicates that students' understanding of infinity, which they possess in middle school (2nd year), persists through their high school education. Based on these findings, there is a need for pedagogical efforts in mathematics education across elementary, middle, and high school levels to explicitly address and enhance learning about infinity, which seems implicitly guided by the curriculum currently.
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