Using Open-Response Tasks to Reveal the Conceptual Understanding of Learners--Learners Teaching the Teacher What They Know about Trigonometry

Autor/inn/en	Price, Charmaine; van Jaarsveld, Pieter
Titel	Using Open-Response Tasks to Reveal the Conceptual Understanding of Learners--Learners Teaching the Teacher What They Know about Trigonometry
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 2, S.159-175 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Jaarsveld, Pieter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1329054
Schlagwörter	Trigonometry; Mathematics Education; Foreign Countries; Grade 11; High School Students; Urban Areas; Mathematical Concepts; Questionnaires; Mixed Methods Research; Accuracy; Symbols (Mathematics); Mathematical Formulas; Secondary School Mathematics; South Africa + Suchen Sie Ihr Suchwort? Trigonometrie; Mathematische Bildung; Ausland; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Stadtregion; Fragebogen; Mathematische Formel; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article reports on using open-response questions to reveal the level of, and change in, conceptual understanding of a small sample of Grade 11 learners of trigonometry in a South African high school. The investigation used learner response sheets in a regular classroom with the teacher as researcher. Combining the idea of concept image and concept definition with Sfard's ideas of interiorisation, condensation and reification as the conceptual framework, the research indicated that open-response questions can reveal the conceptual knowledge of learners. The findings suggest that the fullness of learners' conceptual knowledge is reflected by the degree to which a learner's articulation of the concept image matches the concept definition. In contrast to the predetermined data derived from multiple choice or short answer questions, open-response questions provide glimpses of learners' conceptualisation of trigonometric constructs. The power of this pedagogy allows teachers to learn what their learners know. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01