Learning the Logarithm Concept as Repeated Division
DOI:
https://doi.org/10.35763/aiem29.6724Keywords:
Abstraction, Basic model, Concept, Logarithm, Repeated divisionAbstract
Traditionally, logarithms are introduced in classrooms as the inverse of the exponential function. Weber (2016) argues that this definition leads to errors and hinders understanding, suggesting teaching based on alternative basic models. We present a lesson designed to guide students toward constructing the concept of logarithm as repeated division and to provide empirical evidence of its explanatory potential.
Students’ discussions were analyzed using the Abstraction in Context theoretical-methodological framework to identify the epistemic actions that occurred during the activities. The results indicate that this model supports concept construction: students recognize its necessity and reach the construct before receiving a formal definition. They were also able to understand and reason about some of its basic properties.
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Copyright (c) 2026 Antonio Martín Barcala, María Teresa González Astudillo, Marta Molina
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