Understanding Primes: The Role of Representation
Rina Zazkis, Peter Liljedahl
May 2004, Volume 35, Issue 3, Page 164
In this article we investigate how preservice elementary school (K–7) teachers understand the concept of prime numbers. We describe participants' understanding of primes and attempt to detect factors that influence their understanding. Representation of number properties serves as a lens for the analysis of participants' responses. We suggest that an obstacle to the conceptual understanding of primality of numbers is the lack of a transparent representation for a prime number.
Numbers and Operations
Professional Development / Teacher Education