Much Ado about Nothing: Preservice Elementary School Teachers' Concept of Zero
1983 ◽
Vol 14
(3)
◽
pp. 147-155
Keyword(s):
Teachers' knowledge of zero was investigated through data collected from 52 preservice elementary school teachers. Group tests and individual interviews reflected cognitive, conceptual, quantitative, and social aspects of knowledge. Results showed that these teachers had an inadequate knowledge about zero. They exhibited a reluctance to accept zero as an attribute for classification, confusion as to whether or not zero is a number, and stable patterns of computational error. Implications for teacher education and suggestions for future research are discussed.
1983 ◽
Vol 14
(3)
◽
pp. 147
◽
Keyword(s):
2010 ◽
Vol 31
(4)
◽
pp. 28-40
◽
2015 ◽
Vol 03
(03)
◽
pp. 257-264
Keyword(s):
2016 ◽
pp. 157-171