To define or not to define: The case of (-8)1/3

Dina Tirosh; Ruhama Even

doi:10.1023/a:1002916606955

To define or not to define: The case of (-8)^1/3

Dina Tirosh^*, Ruhama Even

^*Corresponding author for this work

School of Education

Weizmann Institute of Science

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

This paper discusses two possible approaches to (-8)^1/3. The first is that (-8)^1/3 = 3√(-8) = -2. The second is that (-8)^1/3 is undefined. The pros and cons of each of these approaches are considered and some implications to teacher education are specified.

Original language	English
Pages (from-to)	321-330
Number of pages	10
Journal	Educational Studies in Mathematics
Volume	33
Issue number	3
DOIs	https://doi.org/10.1023/a:1002916606955
State	Published - 1997

Access to Document

10.1023/a:1002916606955

Cite this

@article{73f97c0e92aa4626820741c6e566b5e3,

title = "To define or not to define: The case of (-8)1/3",

abstract = "This paper discusses two possible approaches to (-8)1/3. The first is that (-8)1/3 = 3√(-8) = -2. The second is that (-8)1/3 is undefined. The pros and cons of each of these approaches are considered and some implications to teacher education are specified.",

author = "Dina Tirosh and Ruhama Even",

year = "1997",

doi = "10.1023/a:1002916606955",

language = "אנגלית",

volume = "33",

pages = "321--330",

journal = "Educational Studies in Mathematics",

issn = "0013-1954",

publisher = "Springer Netherlands",

number = "3",

}

TY - JOUR

T1 - To define or not to define

T2 - The case of (-8)1/3

AU - Tirosh, Dina

AU - Even, Ruhama

PY - 1997

Y1 - 1997

N2 - This paper discusses two possible approaches to (-8)1/3. The first is that (-8)1/3 = 3√(-8) = -2. The second is that (-8)1/3 is undefined. The pros and cons of each of these approaches are considered and some implications to teacher education are specified.

AB - This paper discusses two possible approaches to (-8)1/3. The first is that (-8)1/3 = 3√(-8) = -2. The second is that (-8)1/3 is undefined. The pros and cons of each of these approaches are considered and some implications to teacher education are specified.

UR - http://www.scopus.com/inward/record.url?scp=28144452565&partnerID=8YFLogxK

U2 - 10.1023/a:1002916606955

DO - 10.1023/a:1002916606955

M3 - ???researchoutput.researchoutputtypes.contributiontojournal.article???

AN - SCOPUS:28144452565

SN - 0013-1954

VL - 33

SP - 321

EP - 330

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

IS - 3

ER -

To define or not to define: The case of (-8)^1/3

Abstract

Access to Document

Other files and links

Fingerprint

Cite this