Making sense of infinity through perception, operation and reason.

This paper exemplifies a framework for explaining the divergence of infinity conceptions based on an empirical study. The sample involved a group of 36 pre-service teachers and the data were collected using a questionnaire concerning infinity. The respondents made sense of infinity through perception, operation and reason. Interestingly enough, some of the respondents possessed different conceptions on infinity when they were making sense of it through different ways. Data analysis revealed that the majority of the respondents had problematic conceptions about infinity in particular when they were making sense through perception.