Inverse function: Pre-service teachers’ techniques and meanings View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2018-01

AUTHORS

Teo Paoletti, Irma E. Stevens, Natalie L. F. Hobson, Kevin C. Moore, Kevin R. LaForest

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. More... »

PAGES

93-109

References to SciGraph publications

  • 1999-03. Beyond mere knowledge of mathematics: The importance of knowing-to act in the moment in EDUCATIONAL STUDIES IN MATHEMATICS
  • 2015-07. A Study of Students’ Readiness to Learn Calculus in INTERNATIONAL JOURNAL OF RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
  • 1992-06. Development of the process conception of function in EDUCATIONAL STUDIES IN MATHEMATICS
  • Identifiers

    URI

    http://scigraph.springernature.com/pub.10.1007/s10649-017-9787-y

    DOI

    http://dx.doi.org/10.1007/s10649-017-9787-y

    DIMENSIONS

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