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Text in Afrikaans / A study of the philosophical and historical foundations of infinity highlights the problematic development of infinity. Aristotle distinguished between potential and actual infinity, but rejected the latter. Indeed, the interpretation of actual infinity leads to contradictions as seen in the paradoxes of Zeno. It is difficult for a human being to understand actual infinity. Our logical schemes are adapted to finite objects and events. Research shows that students focus primarily on infinity as a dynamic or neverending process. Individuals may have contradictory intuitive thoughts at different times without being aware of cognitive conflict. The intuitive thoughts of students about both the actual (at once) infinite and potential (successive) infinity are very complex. The problematic nature of actual infinity and the contradictory intuitive cognition should be the starting point in the teaching of the concept infinity. / Educational Studies / M.Ed. (Mathematic Education)

Text in Afrikaans / A study of the philosophical and historical foundations of infinity highlights the problematic development of infinity. Aristotle distinguished between potential and actual infinity, but rejected the latter. Indeed, the interpretation of actual infinity leads to contradictions as seen in the paradoxes of Zeno. It is difficult for a human being to understand actual infinity. Our logical schemes are adapted to finite objects and events. Research shows that students focus primarily on infinity as a dynamic or neverending process. Individuals may have contradictory intuitive thoughts at different times without being aware of cognitive conflict. The intuitive thoughts of students about both the actual (at once) infinite and potential (successive) infinity are very complex. The problematic nature of actual infinity and the contradictory intuitive cognition should be the starting point in the teaching of the concept infinity. / Educational Studies / M.Ed. (Mathematic Education)