A4 Vertaisarvioitu artikkeli konferenssijulkaisussa
STRUCTURAL ELEMENTS IN COLLECTIONS OF DIFFERENT TYPES OF FUNCTIONS RECALLED BY STUDENT TEACHERS
Tekijät: Silfverberg Harry
Toimittaja: Ubuz Behiye
Julkaisuvuosi: 2011
Lehti: Proceedings of the PME Conference
Kokoomateoksen nimi: Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education
Tietokannassa oleva lehden nimi: PROCEEDINGS OF THE 35TH CONFERENCE OF THE INTERNATIONAL GROUP FOR PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL. 4: DEVELOPING MATHEMATICAL THINKING
Lehden akronyymi: PME CONFERENCE PROCE
Vuosikerta: 4
Aloitussivu: 177
Lopetussivu: 184
Sivujen määrä: 8
ISSN: 0771-100X
Tiivistelmä
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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