Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence

Autor/inn/en	Arnal-Palacián, Mónica; Claros-Mellado, Javier
Titel	Specialized Content Knowledge of Pre-Service Teachers on the Infinite Limit of a Sequence
Quelle	In: Mathematics Teaching Research Journal, 14 (2022) 1, S.169-189 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Pedagogical Content Knowledge; Specialization; Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Mathematical Concepts; Mathematics Skills; Algorithms; Problem Solving; Calculus + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Arbeitsteilige Spezialisierung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Algorithm; Algorithmus; Problemlösen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung
Abstract	This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative approach was applied using a sample of 12 future teachers. Among the results, we can affirm that pre-service teachers mainly use algorithmic procedures to solve tasks in which this type of limit is implicit, although they would consider a resolution that specifically involves the notion with an intuitive approach if they had to explain it to their students. (As Provided).
Anmerkungen	City University of New York. Creative Commons. 205 East 42 Street, New York, NY 10017. Web site: https://commons.hostos.cuny.edu/mtrj
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01