NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147920
Record Type: Journal
Publication Date: 2015
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1029-8457
Conceptual Learning of Functions in a Technologically Enhanced Environment
Roux, Annalie; Nieuwoudt, Hercules; Nieuwoudt, Susan
African Journal of Research in Mathematics, Science and Technology Education, v19 n3 p289-305 2015
It is a known fact that South African learners underachieve in mathematics. One possible factor that might have an influence on their mathematics achievement is the conceptual knowledge of mathematics teachers. In order to facilitate conceptual understanding, mathematics teachers themselves must possess profound mathematical knowledge. One key aspect of the complex landscape of pre-service mathematics teacher education is the development of pre-service teachers' mathematical knowledge. Various studies have suggested that pre-service teachers need to be exposed to the meaningful learning of mathematics as a way to develop their mathematical knowledge for teaching. By using a mixed methods approach, this study examined the influence of a technologically enhanced learning environment on the conceptual understanding of mathematical functions of pre-service mathematics teachers. Using a hybrid model of O'Callaghan's framework and Dreyfus's typology, pre-service teachers were tested on the modelling, interpretation, translation and reifying of functions. Data were gathered from a pre-post-test, as well as from task-based interviews. The results revealed that there was no improvement in the first three components, but a significant improvement in the reification component.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A