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ERIC Number: EJ1166055
Record Type: Journal
Publication Date: 2018-Jan
Pages: 17
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0013-1954
Inverse Function: Pre-Service Teachers' Techniques and Meanings
Paoletti, Teo; Stevens, Irma E.; Hobson, Natalie L. F.; Moore, Kevin C.; LaForest, Kevin R.
Educational Studies in Mathematics, v97 n1 p93-109 Jan 2018
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: DRL1350342