Concepts, terms and symbols in mathematics textbooks

Abstract

The article discusses the problems of definitions of concepts of school mathematics in textbooks. Excerpts from textbooks show how interpretations of a fraction having no necessary properties of a mathematical definition have changed over the decades. The alternative of a concept of a fraction based on the number line is discussed.

Keywords

• concept of fraction
• concept of quotient
• number line
• textbook school mathematics
• mathematical nominalism