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ERIC Number: ED464093
Record Type: RIE
Publication Date: 2002-Apr-2
Pages: 21
Abstractor: N/A
Preservice Teachers' Understanding of Functions: A Performance Assessment Based on Non-Routine Problems Analyzed in Terms of Versatility and Adaptability. Interim Report.
Schroeder, Thomas L.; Schaeffer, Corinne M.; Reisch, Christopher P.; Donovan, John E., II
Recent reports have pointed to the need for teachers to have "deep understanding" of concepts and procedures in school mathematics, particularly those related to functions. However, previous research has demonstrated that many students, including preservice teachers, have limited understanding of functions. This paper describes a set of nonroutine tasks designed to assess various aspects of students' understanding of functions, including their use of different representations (algebraic, tabular, and graphic) and their ability to adopt a process perspective or an object perspective on functions. This paper focuses on students' versatility and adaptability, which together constitute flexibility. The nonroutine tasks were used in task-based interviews of two types: contemporaneous interactive interviews and sequential reflective interviews. The paper provides examples of the tasks and discusses the reasoning behind the rationales applied. (Contains 6 figures and 21 references.) (SLD)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).