Conceptualisations of infinity by primary pre-service teachers

摘要: As part of the Opening Real Science: Authentic Mathematics and Science Education for Australia project, an online mathematics learning module embedding conceptual thinking about infinity in science-based contexts, was designed trialled with a cohort 22 pre-service teachers during 1 week intensive study. This research addressed question: “How do conceptualise mathematically?” Participants argued existence summative reflective task, using mathematical empirical arguments that were coded according to five themes: definition, examples, application, philosophy teaching; 17 codes. Participants’ reflections differentiated as whether referred abstract (A) or real (R) concept both (B) codes used. Principal component analysis reflections, frequency codings, revealed A R occurred at different frequencies three groups reflections. Distinct methods argument associated each group reflections: numerical examples measurement comparisons characterised concept, geometric dynamic belief statements concept. An implication results is connections between applications may assist contrast finite infinite models world.