To Define Or Not To Define: The Case Of (-8)1/3 |
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| Authors: | Dina Tirosh Ruhama Even |
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| Affiliation: | (1) Dept. of Science Education, School of Education, Tel-Aviv University, Israel, 69978 Tel-Aviv;(2) Dept. of Science Teaching, Weizmann Institute of Science, Israel, 76100 Rehovot |
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| 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.This revised version was published online in September 2005 with corrections to the Cover Date. |
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