TY - JOUR
T1 - Neither even nor odd
T2 - Sixth grade students' dilemmas regarding the parity of zero
AU - Levenson, Esther
AU - Tsamir, Pessia
AU - Tirosh, Dina
PY - 2007
Y1 - 2007
N2 - This study investigates two sixth grade students' dilemmas regarding the parity of zero. Both students originally claimed that zero was neither even nor odd. Interviews revealed a conflict between students' formal definitions of even numbers and their concept images of even numbers, zero, and division. These images were supported by practically based explanations relying on everyday contexts. By using mathematically based explanations that rely solely on mathematical notions, students were able to correctly conclude that zero is an even number. Extending the natural number system in elementary school to include zero can be used as springboard to encourage the use of mathematically based explanations.
AB - This study investigates two sixth grade students' dilemmas regarding the parity of zero. Both students originally claimed that zero was neither even nor odd. Interviews revealed a conflict between students' formal definitions of even numbers and their concept images of even numbers, zero, and division. These images were supported by practically based explanations relying on everyday contexts. By using mathematically based explanations that rely solely on mathematical notions, students were able to correctly conclude that zero is an even number. Extending the natural number system in elementary school to include zero can be used as springboard to encourage the use of mathematically based explanations.
KW - Elementary school
KW - Explanations
KW - Mathematically based and practically based explanations
KW - Parity
KW - Zero
UR - http://www.scopus.com/inward/record.url?scp=34547800096&partnerID=8YFLogxK
U2 - 10.1016/j.jmathb.2007.05.004
DO - 10.1016/j.jmathb.2007.05.004
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AN - SCOPUS:34547800096
SN - 0732-3123
VL - 26
SP - 83
EP - 95
JO - Journal of Mathematical Behavior
JF - Journal of Mathematical Behavior
IS - 2
ER -