'Infinity-based thinking' in the primary classroom: a case for its inclusion in the curriculum

Abstract

In this paper, we list some of the areas of the Australian curriculum that have links with the concept of infinity. We do this in order to promote a discussion about what aspects of infinity should become familiar to primary teachers. From our viewpoint, infinity has connections with Algebra, Art, Geometry and Measurement, Probability, Science and Technology and is an essential ingredient in the teaching of mathematics in primary school. This work was first motivated by the concern that for many young children, infinity appears to be mysterious and mythical (see Pehkonen and Hannula 2006 based on a survey of 300 students aged from 11 to 14 years old), but there is no reason why this should b..