Prospective Middle School Mathematics Teachers' Conceptualizations of Slope

Autor/inn/en	Avcu, Seher; Biber, Belma Türker
Titel	Prospective Middle School Mathematics Teachers' Conceptualizations of Slope
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 11, S.3115-3137 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Avcu, Seher) ORCID (Biber, Belma Türker)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2022.2073478
Schlagwörter	Foreign Countries; Preservice Teachers; Mathematics Teachers; Middle School Teachers; Mathematical Concepts; Concept Formation; Definitions; Geometry; Algebra; Trigonometry; Calculus; Turkey + Suchen Sie Ihr Suchwort? Ausland; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Concept learning; Begriffsbildung; Begriffsbestimmung; Geometrie; Trigonometrie; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Türkei
Abstract	In this study, the conceptualizations used by prospective middle school mathematics teachers when defining, representing, and exemplifying the slope concept and relating it with other mathematical situations were examined. Participants' conceptualizations were identified by Nagle, C., Moore-Russo, D., Viglietti, J., & Martin, K. [(2013). Calculus students' and instructors' conceptualizations of slope: A comparison across academic levels. "International Journal of Science and Mathematics Education," 11(6), 1491-1515. https://doi.org/10.1007/s10763-013-9411-2] framework. The findings showed the prospective teachers mostly used trigonometric and parametric conceptions. Real-world situation, calculus conception, geometric ratio, and determining property were other common conceptualizations used by the participants. On the other hand, algebraic ratio, behaviour indicator, physical property, and functional property conceptualizations were seldom used and linear constant conceptualization was never used by them. The implications for mathematics teacher educators and mathematics education researchers on how to remedy prospective teachers' possible difficulties and errors about slope are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01