id: 02332683
dt: j
an: 2000b.01034
au: Stump, Sheryl L.
ti: Secondary mathematics teachers’ knowledge of slope.
so: Math. Educ. Res. J. 11, No. 2, 124-144 (1999).
py: 1999
pu: Springer Netherlands, Dordrecht; Mathematics Education Research Group of
Australasia (MERGA), Wahroonga, New South Wales, Australia
la: EN
cc: D69
ut:
ci:
li: doi:10.1007/BF03217065
ab: This study, conducted in the United States, investigated secondary
mathematics teachers’ concept definitions, mathematical
understanding, and pedagogical content knowledge of slope. Surveys were
collected from 18 preservice and 21 inservice teachers; 8 teachers from
each group were also interviewed. Geometric ratios dominated
teachers’ concept definitions of slope. Problems involving the
recognition of parameters, the interpretation of graphs, and rate of
change challenged teachers’ thinking. Teachers’ descriptions of
classroom instruction included physical situations more often than
functional situations. Results suggest that mathematics teacher
education programs need to specifically address slope as a fundamental
concept, emphasising its connection to the concept of function.
rv: