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ERIC Number: ED501144
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 14
ISBN: N/A
ISSN: N/A
The Role of Representation in Teacher Understanding of Function
Thomas, Mike
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p291-298
It is becoming widely recognised that teachers' content knowledge has an important influence on their pedagogical content knowledge, and hence on the learning of students. In secondary schools, function is one of the fundamental concepts of mathematics. This paper considers the understanding of function exhibited by a group of teacher trainees in response to various representational presentations. The results show that there is a wide range of differing perspectives on what constitutes a function, and that these perspectives are often representation-dependant, with a strong emphasis on graphs. (Contains 6 figures and 1 table.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A