L773:2323 7104 OR L773:2323 7112
Sökning: L773:2323 7104 OR L773:2323 7112 > Student teachers’ k...
LIBRIS Formathandbok (Information om MARC21)
| Fältnamn | Indikatorer | Metadata |
|---|---|---|
| 000 | 03270naa a2200349 4500 | |
| 001 | oai:gup.ub.gu.se/314277 | |
| 003 | SwePub | |
| 008 | 240910s2021 | |||||||||||000 ||eng| | |
| 024 | 7 | a https://gup.ub.gu.se/publication/3142772 URI |
| 024 | 7 | a https://doi.org/10.31129/LUMAT.9.1.16612 DOI |
| 040 | a (SwePub)gu | |
| 041 | a eng | |
| 042 | 9 SwePub | |
| 072 | 7 | a ref2 swepub-contenttype |
| 072 | 7 | a art2 swepub-publicationtype |
| 100 | 1 | a Borke, Mikael,d 1965u Gothenburg University,Göteborgs universitet,Institutionen för matematiska vetenskaper, Algebra och geometri,Department of Mathematical Sciences, Algebra and Geometry4 aut0 (Swepub:gu)xborkm |
| 245 | 1 0 | a Student teachers’ knowledge of students’ difficulties with the concept of function |
| 264 | 1 | c 2021 |
| 520 | a An important part of the mathematics syllabuses at the secondary school level in most countries is the concept of function. However, secondary school students often experience difficulties with this concept. These difficulties are well-known in the research literature. The study applies the mathematical knowledge for teaching (MKT) framework, including the category knowledge of content and students (KCS). Teachers’ ability to anticipate students’ difficulties is one aspect of KCS. The aim of this study is to investigate secondary mathematics student teachers’ KCS regarding the concept of function. Ten mathematics student teachers participating in a Supplementary Teacher Education Program answered a questionnaire about fictive secondary school students’ various difficulties with the concept of function. Followup interviews were conducted with four of the respondents. Compared to the findings of previous research on students’ difficulties with the concept of function, the respondents in the study sometimes provide reasonable suggestions about the sources of students’ difficulties. Some of the respondents demonstrate an aspect of KCS when they suggest that students can reason that a function must be defined by one algebraic expression only, and that students only know about continuous functions. However, no respondent suggests that one source of students’ difficulties with a constant function with an implicit domain is the missing domain. In addition, some respondents take for granted that students can interpret the algebraic representation of a piecewise-defined function and translate it into a graph. © 2021 University of Helsinki. All rights reserved. | |
| 650 | 7 | a NATURVETENSKAPx Matematik0 (SwePub)1012 hsv//swe |
| 650 | 7 | a NATURAL SCIENCESx Mathematics0 (SwePub)1012 hsv//eng |
| 650 | 7 | a SAMHÄLLSVETENSKAPx Utbildningsvetenskap0 (SwePub)5032 hsv//swe |
| 650 | 7 | a SOCIAL SCIENCESx Educational Sciences0 (SwePub)5032 hsv//eng |
| 653 | a the concept of function | |
| 653 | a teacher knowledge | |
| 653 | a student teacher | |
| 653 | a mathematical knowledge for teaching (MKT) | |
| 653 | a knowledge of content and students (KCS) | |
| 710 | 2 | a Göteborgs universitetb Institutionen för matematiska vetenskaper, Algebra och geometri4 org |
| 773 | 0 | t LUMATg 9:1, s. 670-695q 9:1<670-695x 2323-7112 |
| 856 | 4 8 | u https://gup.ub.gu.se/publication/314277 |
| 856 | 4 8 | u https://doi.org/10.31129/LUMAT.9.1.1661 |
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