A4 Refereed article in a conference publication
STRUCTURAL ELEMENTS IN COLLECTIONS OF DIFFERENT TYPES OF FUNCTIONS RECALLED BY STUDENT TEACHERS
Authors: Silfverberg Harry
Editors: Ubuz Behiye
Publication year: 2011
Journal: Proceedings of the PME Conference
Book title : Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education
Journal name in source: PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING
Journal acronym: PME CONFERENCE PROCE
Volume: 4
First page : 177
Last page: 184
Number of pages: 8
ISSN: 0771-100X
Abstract
During the upper secondary school studies the student gets acquainted with a variety of functions e.g. polynomial functions, rational functions, power functions, exponential functions, logarithm and trigonometric functions, absolute value functions, derivative and integral functions, etc. In an undergraduate course of mathematics, the participants were asked to recall all the types of functions they were familiar with and to describe how they taught the types of functions were interlinked to each others. Two techniques of collecting data were used - a listing and a concept map technique. The purpose of the study was to investigate how this extensive range of function concepts which students should have been learnt in upper secondary school mathematics is structured in the minds of the student teachers.
During the upper secondary school studies the student gets acquainted with a variety of functions e.g. polynomial functions, rational functions, power functions, exponential functions, logarithm and trigonometric functions, absolute value functions, derivative and integral functions, etc. In an undergraduate course of mathematics, the participants were asked to recall all the types of functions they were familiar with and to describe how they taught the types of functions were interlinked to each others. Two techniques of collecting data were used - a listing and a concept map technique. The purpose of the study was to investigate how this extensive range of function concepts which students should have been learnt in upper secondary school mathematics is structured in the minds of the student teachers.
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