An Exploratory Analysis of the Representations of Functions in the University Entrance Exam in Spain and Iran

Autor/inn/en	Borji, Vahid; Sánchez, Alicia
Titel	An Exploratory Analysis of the Representations of Functions in the University Entrance Exam in Spain and Iran
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 15 (2019) 8, (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; College Entrance Examinations; Mathematics Instruction; Test Preparation; Test Items; Mathematical Concepts; Algebra; Calculus; College Bound Students; Spain; Iran + Suchen Sie Ihr Suchwort? Ausland; Aufnahmeprüfung; Mathematics lessons; Mathematikunterricht; Test content; Testaufgabe; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Spanien
Abstract	The University Entrance Exam (UEE) has an important impact on how math instructors teach mathematics to prepare students for this exam as well as how their students learn mathematics. Since the UEE is like a bridge between high school and university, its importance becomes twofold. However, research regarding this issue is very limited in mathematics education. The purpose of this research is to conduct an exploratory analysis of mathematics questions from the UEE in Spain and Iran from the point of view of representations of functions (i.e., algebraic, graphical, numerical and explanations with words). For this, the mathematics questions related to derivatives and integrals, which are two of the most important concepts in mathematics, from the last five years of the UEE in these two countries were considered to analyze them from the point of view of different representations. The results showed that most of the derivative and integral questions in the UEE in both countries were related to the algebraic representation. However, a very small percentage of the derivative and integral questions were related to the graphical and numerical representations and the relationships between the representations. At the end, suggestions to the curriculum planners and designers of mathematics questions of the UEEs are given. (As Provided).
Anmerkungen	Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01