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Autor/inn/enMutambara, Lillias; Bansilal, Sarah
TitelAn Exploratory Study on the Understanding of the Vector Subspace Concept
QuelleIn: African Journal of Research in Mathematics, Science and Technology Education, 23 (2019) 1, S.14-26 (13 Seiten)
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ZusatzinformationORCID (Mutambara, Lillias)
ORCID (Bansilal, Sarah)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1029-8457
DOI10.1080/18117295.2018.1564496
SchlagwörterPreservice Teachers; Mathematics Teachers; Mathematical Concepts; Concept Formation; Preservice Teacher Education; Algebra; Mathematical Logic; Foreign Countries; Teaching Methods; Zimbabwe
AbstractThis exploratory study investigated 10 pre-service mathematics students' understanding of vector subspaces at a university in Zimbabwe. The study involved an in-depth document analysis of the students' written responses to five items based on the vector subspace concept. An APOS (Action--Process--Object--Schema) approach was used to identify the difficulties associated with developing the mental constructions of the vector subspace concept. The responses revealed that most of these pre-service teachers used reasoning associated with Action, or not even Action, conceptions of the prerequisite concepts of binary operations and sets, which hampered their engagement with the higher-level concepts of checking axioms. It is recommended that students should work with different sets and different types of binary operations, allowing them to routinise the Action of carrying out the binary operations on the sets first before moving to abstract applications. The data also revealed that students had difficulties in making links within the embodied, symbolic and formal worlds of thinking. It is suggested that instructors ensure that these links form an explicit focus of tasks. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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