The epistemological obstacles concerning some concepts in mathematics

This study is carried out to determine the epistemological obstacles concerning some concepts in mathematics such as irrational numbers, negative numbers, zero and infinity. In this study, it is aimed to decide whether the students have the same kind of depressions and confusions experienced by some mathematicians in the process of some mathematical concepts appearing in history or not. In addition, with the help of this study, some mathematical knowledge misunderstood or memorized without really understanding by students will be revealed and some suggestions will be put forward to take some precautions against these situations. Having examined the researches made in our country, we can see that the studies on the concept of epistemological obstacles are so few in number. Within this context, it is estimated that this study will contribute to the literature about the concept of epistemological obstacles. The sample of the study is composed of twenty participants who study in 2008-2009 academic year in a city at medium scale in the eastern part of Turkey. In the study, the research model `case study design? is used and the data are obtained via semi-structured interviews. As a result of the data evaluated, it is determined that the students have some epistemological obstacles about identifying the concepts of irrational numbers, negative numbers, zero, and infinity, and making operations with these concepts. Finally, some suggestions are made aiming at the important points in teaching of these concepts and how these difficulties are to be overcome with the help of the history of mathematics.