Preservice teachers' views of y=x+5 and y=πx2 expressed through the utilization of concept maps: a study of the concept of function

    Forskningsoutput: KonferensbidragArbetsdokument

    Sammanfattning

    This paper considers a group of preservice teachers’ construction of concept maps derived from y=x+5 and y=x2 with emphasis on their conceptual understanding of function. The two statements are perceived to represent a number of different concepts with indications of compartmentalized knowledge structures that might prevent the preservice teachers from building rich conceptual structures. The preservice teachers’ view on the concept of function contrasts with a view where the function concept is a unifying concept in mathematics with a large network of relations to other concepts. Different properties and categorizations of functions are less frequently recognized. In the preservice teachers’ response of drawing concept maps there are signs of metacognitive activity.

    OriginalspråkEngelska
    Sidor97-104
    Antal sidor7
    StatusPublicerad - 2005
    EvenemangThe 29th Conference of the International Group for the Psychology of Mathematics Education -
    Varaktighet: 1980-jan.-01 → …

    Konferens

    KonferensThe 29th Conference of the International Group for the Psychology of Mathematics Education
    Period80-01-01 → …

    Nationell ämneskategori

    • Pedagogik (50301)

    Fingeravtryck

    Fördjupa i forskningsämnen för ”Preservice teachers' views of y=x+5 and y=πx2 expressed through the utilization of concept maps: a study of the concept of function”. Tillsammans bildar de ett unikt fingeravtryck.

    Citera det här