Pre-Service Teachers' Understanding of Continuity

被引：0

作者：

Budak, Kimberly Sirin ^{[1
]}

Ozkan, Zeynep Akcay ^{[2
]}

机构：

[1] Univ Wisconsin, Stevens Point, WI 54481 USA

[2] CUNY, Queensborough Community Coll, Bayside, NY USA

来源：

INTERNATIONAL ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION | 2022年 / 17卷 / 02期

关键词：

pre-service teachers; concept definition; concept image; conflict factors; linear pattern;

D O I：

10.29333/iejme/11669

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In this paper, we report the analysis of thought processes used by Pre-Service Teachers' (PSTs') through clinical interviews as they solved an algebra task involving a linear pattern. The PST's were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis suggests that conflict factors arise due to incompatibility in participants' personal concept definition and the formal concept definition of continuity. We identified how personal concept definitions of the participants differed and how this difference affected their decision on whether a graph was continuous or not.

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页数：5

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