|
Makale Özeti:
|
The concept of multiple representations of functions and the ability to make translations among representations
are important topics in secondary school mathematics curricula (Moschkovich, Schoenfeld, & Arcavi, 1993;
NCTM, 2000). Research related to students in this domain is fruitful, while research related to teachers is
underdeveloped. This research looks in fine-grained ways at the nature of understanding exhibited by 59 preservice
mathematics teachers as they approached four problems that called for translations between
representations of functions. Teachers’ written and verbal responses were examined according to the extent to
which they utilized essential constructs of process and object perspectives. Findings suggest that teachers
exhibited three conceptions – flexible, disconnected or constrained. Specifically, teachers demonstrated: (1)
constructs of both perspectives and operated within algebraic and graphical representations, (2) constructs of
both perspectives, but not transitional enough to link them across problems, or (3) constructs of one perspective
and did not operate within algebraic and graphical representations.
|