- The present study investigates the conceptions
of infinity of students in some official secondary schools.
A questionnaire was administrated to a group of 215
students of grade 10 and 11. After checking the
presentation of infinity in the Lebanese curriculum, a
comparative study was made between the two grades.
Results showed that the majority of students
conceptualize infinity as endless or huge number. Students
hold misconceptions in differentiating between infinite
and innumerable and in relating the infinite to
unbounded. APOS results showed a strong association
between process and object thinking and showed that
students’ APOS levels vary according to the context in
which infinity is given.

© All Rights Reserved

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- The present study investigates the conceptions
of infinity of students in some official secondary schools.
A questionnaire was administrated to a group of 215
students of grade 10 and 11. After checking the
presentation of infinity in the Lebanese curriculum, a
comparative study was made between the two grades.
Results showed that the majority of students
conceptualize infinity as endless or huge number. Students
hold misconceptions in differentiating between infinite
and innumerable and in relating the infinite to
unbounded. APOS results showed a strong association
between process and object thinking and showed that
students’ APOS levels vary according to the context in
which infinity is given.

© All Rights Reserved

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ISSN No:-2456-2165

Conceptions of Infinity

An APOS Analysis

Layla H. Nasr, Dr. Nina Haifa

Doctral School of Literature

Humanities & social studies-Lebanese University

Abstract:- The present study investigates the conceptions The purpose of this study is to explore students’

of infinity of students in some official secondary schools. conceptions and especially misconceptions of infinity, in the

A questionnaire was administrated to a group of 215 light of the Lebanese curriculum and in accordance to the

students of grade 10 and 11. After checking the APOS theory. In particular, the aim of this research is to

presentation of infinity in the Lebanese curriculum, a compare students’ conceptions of infinity before and after it

comparative study was made between the two grades. is presented in the program to study its impact on students’

Results showed that the majority of students conceptions.

conceptualize infinity as endless or huge number. Students

hold misconceptions in differentiating between infinite This research raises the following questions:

and innumerable and in relating the infinite to How do students understand the concept of infinity

unbounded. APOS results showed a strong association according to the APOS theory?

between process and object thinking and showed that What kinds of misconceptions do they form?

students’ APOS levels vary according to the context in How does the Lebanese curriculum present the infinity

which infinity is given. concept? What is the impact of the curriculum on the

students’ conception of infinity?

Keywords:- Infinity, Misconception, APOS Theory,

Curriculum, Actual and Potential Infinity. II. THEORETICAL FRAMEWORK

After revising the history, one can notice that the

The concept of infinity is one of the abstract concepts in human mind couldn’t accept the actual infinity that easy.

Mathematics. This is due to the duality in its meaning: a Pythagoras argued that the universe was made of finite

process or an object. Even great mathematicians and natural numbers (in O’Connor & Robertson, 2002). Aristotle

philosophers through history couldn’t grasp the infinite. argued against the actual infinity and believed in a finite

Infinity is no doubt related to many important concepts in universe (in O’Connor & Robertson, 2002). Similarly, Euclid

mathematics such as number configuration, infinite sets, didn’t consider the actual infinity (in O’Connor & Robertson,

limits, continuity, sequences and calculus in general. 2002). In the middle of the 15th century, Galileo

Therefore, misconceptions of infinity could lead to differentiated between “potential infinity” and “actual

misconceptions in many fields of mathematics. infinity”, where actual infinity stands for viewing infinity as

an object and potential infinity stands for viewing infinity as

Previous research report that students and some pre- a process. He also produced the one-to-one correspondence

service teachers hold misconceptions and have ambiguities in between the positive integers and their squares (in O’Connor

infinity. Moreover, as a mathematics teacher for secondary & Robertson, 2002). In the middle of the 16th century, the

levels, the researcher found that students also have symbol of infinity was first introduced (in Whinston, 2009),

discomfort in this concept although they are able to solve and during the second half of the 17th century, a big

some tasks involving infinity. Starting from here, the development with infinity took place with the invention of

researcher was curious to know how students conceptualize the differential and integral calculus (in Clouse, 2002). In the

infinity? What do they think it is? How do they view it? Do 19th century, Cantor was the first to do a major work with

they think it is a process? Object? Can they differentiate different sizes of infinity and by this, he was the first one to

between innumerable and infinite? Do they relate the accept the actual infinity (in Clouse, 2002). In the middle of

unbounded to the infinite? Are they convinced that an infinite the 20th century, when Robinson introduced the theory of

of numbers is embedded in a bounded interval? “non-standard analysis”, infinitesimals were put on rigorous

mathematical basis (in Tall & Tirosh, 2001).

Volume 3, Issue 12, December – 2018 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

B. Theoretical Background In another study done on the historical issues

concerning infinity (2005), Dubinsky and his colleagues

The APOS Theory pointed out that the human mind tends to accept the potential

The APOS theory is a constructive theory of learning infinity rather than the actual one. In the same paper,

based on Piaget’s theory of reflective abstraction and applied Dubinsky reported that below the age of 15, there are no

to learning mathematical concepts for undergraduate level signs of thinking of actual infinity. Fischbein (in Dubinsky,

(Dubinsky & McDonald, 2001). 2005) argued in reference to actual infinite sets and noted

that it is “contradictory in natural intuitive terms”.

The acronym APOS, denoting Action, Process, Object,

Schema, refers to the types of mental structures an individual In a three-year study done on grade 5 till 8 students on

build in responding to certain problem solving situations. An the development of understanding of infinity, Pehkonen &al.

individual uses certain mental mechanisms, such as (2006) found that as individuals grow, their ability to

interiorization, coordination, and encapsulation to construct understand infinity gets better. Moreover, the authors found

these structures (Dubinsky et al., 2008). According to the out that potential infinity is realized before actual infinity.

APOS theory, the formation of a mathematical concept Contrary to this study, Singer &Voica (2003) showed that

begins by applying transformations on existing mental there is no connection between age and deep understanding

objects. The transformation which is triggered by memory or of infinity.

step-by-step instruction is termed as action. Upon repeating

and reflecting on an action, this action could be interiorized A study on teachers’ perception of infinity done by

to a process (Dubinsky & McDonald, 2001). Kattou (2010) revealed that the majority of teachers

comprehend infinity as an endless process. Dubinsky &al.

A process is a mental structure that performs (2008) found out that students have difficulties in solving

transformation of objects but in the mind of an individual problems containing infinite iterative processes. They claim

without executing each step explicitly. When an individual that the student’s ability to make progress towards a solution

becomes aware of the process as a totality and realizes that depended on the ability to see the underlying iterative

transformations can be applied to it and is able to construct processes as completed totalities.

such transformations, this individual is said to have

encapsulated the process into a cognitive object (Dubinsky & Dubinsky, Weller, McDonald, & Brown (2005)

McDonald, 2001). The collection of actions, processes, indicated possible existence of three conceptions: small finite

objects, and other schemas form the schema of a certain (that which can be physically and cognitively completed),

mathematical concept. Schemas are considered a framework large finite (that which cannot be physically completed but

which is used in a problem situation involving that concept cognitively completable), and the infinite (that which is

(Dubinsky & McDonald, 2001). physically uncompletable and cognitively completable, only

when mental constructions that are not required in the finite

C. Concept Image and Concept Definition Theory case are made). The authors presented results of some

In this theory, Tall and Vinner (1981), pointed out that previous research which show that students mix the concepts:

an individual has intuitive vision about various mathematical large finite and infinite. They claim that the encapsulation is

concepts which differ from the formal definitions of these an important step to overcome these difficulties.

objects. The term concept image is used “to describe the total

cognitive structure that is associated with the concept, which Tall (2001a) advises the teachers to trust their own

includes all the mental pictures and associated properties and intuitions more than the formal rigor mathematics. This way

processes” (Tall & Vinner, 1981). The term concept of teaching appeals to be natural and is at the same level of

definition is defined as: “a form of words used to specify a the student’s mind. He suggests providing students with rich

certain mathematical concept” (Tall & Vinner, 1981). experiences in order to build a coherent concept. This

According to Tall & Vinner, conflicts could occur when there involves a balance between the variety of examples and non-

is no coherence between the concept image and the concept examples. On the other hand, Voica &Singer (2003), suggest

definition of a certain mathematical concept. early informal preparation for this concept. According to

them, the approach should be made using various examples

III. LITERATURE REVIEW from different contexts and presenting various opinions of

infinity outside mathematics. Moreover, they found out that

Tall (2001b) considered that the concept of infinity the arguments of students were consistent when there were

arises by reflecting on finite experiences and extending them connections between algebraic and geometric thinking.

to infinite. According to Tall (1981), a child first realizes that A study done by Pessia Tsamir (1999) focuses on

the counting process is endless. Later, when the theoretical students’ concepts of cardinal infinity. She demonstrates that

notation is considered with the symbol ℕ being introduced, research-based knowledge about students’ inconsistent

the totality of natural numbers arises. responses to different representations of infinite sets “can be

used to raise their awareness of contradictions in their own

reasoning and to guide them toward using the one-to-one

Volume 3, Issue 12, December – 2018 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

correspondence as the unique criterion for the comparison of How many elements does set A contain? set B?

infinite quantities” (in Tall & Tirosh, 2001). A={1,2,3,{0,1,2,3,…}}

B={1,2,3,{0,1,2,3}}.

IV. METHODOLOGY

It is noted that number five of this questionnaire was

The research was done in three phases. In the first only included for grade 11 students since grade 10 students

phase, the parts concerning infinity of grade 10 public didn’t have knowledge in “sets” by the time the questionnaire

textbook, its teacher’s guide, and the Lebanese curriculum of was conducted.

Mathematics (1997) were analyzed according to the APOS

theory. In the second phase, a questionnaire was V. RESULTS

administrated to 215 students (117 of grade 10 and 98 of

grade 11) in 3 arbitrary chosen secondary official schools. A. Results of Curriculum Analysis

The third phase consisted of one-to-one interviews conducted The curriculum and grade 10 textbook and its teacher’s

with selected participants. The gathered data was analyzed guide analysis show that the symbol of infinity appears in

qualitatively. grade 10 textbook for the first time without any explanation.

Few notes are found in the teacher’s guide; these notes

A. Students’ Questionnaire include only remarks of the importance of not using infinity

Define infinity in your own opinion. as a real number and focusing on the fact that an interval

Classify the following as finite or infinite: contains infinity of real numbers. The approach of presenting

Write next to each number “F” for finite and “I” for this concept is left to the teacher. Moreover, there are few

infinite problems related to infinity in grade 10 textbook. Another

The number of grains of sand on earth. ……… noticed point was the absence of certain contexts of infinity

The number of possible fractions. ……… like: sizes and comparison of infinite sets, difference between

The number of visible stars in the sky …….. innumerable and infinite, and the difference between

The number of even numbers …….. bounded and infinite.

How many numbers are there between 0.2 & 0.3? Justify. B. Results of Students’ Questionnaire

Suppose a magical machine gives you 1$ in the first day, The results of question number 1 (defining infinity)

1 1 revealed that the majority of students conceptualize infinity

and $ on the second day, and $ in the third day,

2 4 as unlimited or endless and more than half of the students

defined infinity as a number. Furthermore, there is a

1 statistical significant association between process and object

and $ in the fourth day and so on…(Every day it

8 thinking. Comparing grades 10 and 11, no statistical

gives you half of what it gave you the day difference was found.

before).Suppose that this magical machine never stops

working. Results of question 2 (innumerable vs infinite) showed

How much money will the machine give you in the tenth that the majority of students mix between innumerable and

day? infinite and more than half of the students do not know there

are infinite number of fractions. Also no significant

How much money will you have after all?

difference between grade 10 & 11was found.

1 1 1

(1 ...) . Results of questions 3,4, and 5:

2 4 8

Question APOS results No answer Below action Action level Process level Object level

number level

Grade 11 - 11% 25.3% 9.9% 52.7%

4 Grade 10 22% - - 40% 3.4%

Grade 11 14.3% - - 57% 1.1%

5 Grade 11 23% - - 54% 23%

Table 1

It is noted that 40% of grade 11 were excluded since they had conflictions in sets.

Volume 3, Issue 12, December – 2018 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165

C. Results of Interviews infinity. Another reason could be related to the axis. Students

The interviews conducted with selected students usually label some numbers from the left and right of the

revealed that language hinders students from expressing their origin and they put an arrow that indicates that numbers are

thoughts. It was also noticed that sometimes students getting larger (to the right) and smaller (to the left). This could

memorize certain properties about infinity and use it without trigger the correlation between the very large finite numbers

being convinced. This was evident when they were trying to which they can’t label and the infinite. Similarly, upon writing

explain their own answers. Moreover, some students were not an infinite set with some of its elements and then three points

sure of the answers they have written in the questionnaire and like: { 0, 1, 2, 3,…}, students could think that the big numbers

changed them during the interview. and infinity are the same.

process concept image of students. Also, the struggle in their

Results of the three phases of the research led to the following minds between the process and object conception of infinity is

conclusions: shown. The statistical work shows a significant correlation

between the process and object. This shows how hard it is to

It is evident that infinity is hard to define. This result is conceive infinity as an object. On the other hand, it is noticed

no surprise since if not, infinity would have had a formal that the curriculum presents the infinity concept by providing

mathematical definition. Nevertheless, the majority of students its symbol ‘∞’ only without being aware of the struggle that

relate infinity to huge numbers and to unbounded. The terms happens in the student’s mind.

“unlimited” and “number” were the most frequent in the

definitions given by students. The analysis done throughout this research raises

questions about the roots of ambiguities and difficulties in

Accepting and memorizing certain properties about infinity and the reasons behind them. Of course, infinity is a

infinity without being convinced was evident in the interviews hard abstract concept. But maybe if the concept images of

when students were not able try to explain their own answers students were guided from early stages by providing richer

and when some of them changed their minds about answers experiences and giving them the chance to explore this

they have written in the questionnaire before. This means that concept in different contexts, their concept images of infinity

their knowledge about infinity is not rigid. Students could be would contain less conflictions. Maybe encouraging

swaying between their own concept images of infinity (most mathematical reasoning rather than acceptance and of the

of which are a result of their extrapolating of finite cases and mathematical properties, would trigger deeper thinking of

may contain conflicts) and the formal mathematical properties abstract issues, particularly infinity. More connections

(which they obey most of the times without deep between different forms and contexts of infinity may be

understanding). required in order to form a network with smooth paths

between these different forms in students’ minds as Tall

The influence of the explicit use of infinity in grade 10 (1988) suggested.

on the student’s concept image of infinity seemed negligible,

since most of the results between the two grades were sensibly REFERENCES

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