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ERIC Number: EJ1209201
Record Type: Journal
Publication Date: 2019-Mar
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0025-5769
Making Sense of Logarithms as Counting Divisions
Weber, Christof
Mathematics Teacher, v112 n5 p374-380 Mar 2019
Students' difficulties understanding the meaning of logarithms could stem in part from differences between teachers' and students' views of them. The purpose of this article is to unpack some specialized content knowledge for teaching logarithms. The author discusses the history of logarithms to show why they can be understood as repeated division, just as division can be understood as repeated subtraction. Teachers can make logarithms meaningful for students by beginning with this conceptualization, as it refers not to exponents, but to a more accessible concept--division. Classroom activities to introduce logarithms are presented.
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: NCTM@nctm.org; Web site: http://www.nctm.org/publications/mathematics-teacher/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A