@article {MATHEDUC.06428421,
author = {Leung, K. C. Issic},
title = {Prospective teachers' understanding of the constant $\pi$ and their knowledge of how to prove its constant nature through the concept of linearity.},
year = {2014},
journal = {Journal of the Korean Society of Mathematical Education. Series D. Research in Mathematical Education},
volume = {18},
number = {1},
issn = {1226-6191},
pages = {1-29},
publisher = {Korean Society of Mathematical Education (KSME), Seoul},
abstract = {Summary: When taught the precise definition of $\pi$, students may be simply asked to memorize its approximate value without developing a rigorous understanding of the underlying reason of why it is a constant. Measuring the circumferences and diameters of various circles and calculating their ratios might just represent an attempt to verify that $\pi$ has an approximate value of 3.14, and will not necessarily result in an adequate understanding about the constant nor formally proves that it is a constant. In this study, we aim to investigate prospective teachers' conceptual understanding of $\pi$, and as a constant and whether they can provide a proof of its constant property. The findings show that prospective teachers lack a holistic understanding of the constant nature of $\pi$, and reveal how they teach students about this property in an inappropriate approach through a proving activity. We conclude our findings with a suggestion on how to improve the situation.},
msc2010 = {F59xx (G49xx E59xx)},
identifier = {2015c.00619},
}