Inverse Function: Pre-Service Teachers' Techniques and Meanings

Autor/inn/en	Paoletti, Teo; Stevens, Irma E.; Hobson, Natalie L. F.; Moore, Kevin C.; LaForest, Kevin R.
Titel	Inverse Function: Pre-Service Teachers' Techniques and Meanings
Quelle	In: Educational Studies in Mathematics, 97 (2018) 1, S.93-109 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-017-9787-y
Schlagwörter	Preservice Teachers; Mathematical Concepts; Interviews; Knowledge Level; Teaching Methods; Mathematics Instruction; Concept Formation; Learning Activities + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Wissensbasis; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Lernaktivität
Abstract	Researchers have argued teachers and students are not developing connected meanings for function inverse, thus calling for a closer examination of teachers' and students' inverse function meanings. Responding to this call, we characterize 25 pre-service teachers' inverse function meanings as inferred from our analysis of clinical interviews. After summarizing relevant research, we describe the methodology and theoretical framework we used to interpret the pre-service teachers' activities. We then present data highlighting the techniques the pre-service teachers used when responding to tasks that involved analytical and graphical representations of functions and inverse functions in both decontextualized and contextualized situations and discuss our inferences of their meanings based on their activities. We conclude with implications for the teaching and learning of inverse function and areas for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01