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Prospective teachers’ understandings: function and composite function. (English)
Issues Undergrad. Math. Prep. Sch. Teach., J. 1, Content Knowledge, 1-12 (1999).
The current education reform efforts have placed greater emphasis on conceptual understanding and have focused attention on teacher preparation especially on the adequacy of teachers’ mathematical knowledge of the material they will be engaged in teaching. This paper discussed the responses of 29 prospective elementary and special education mathematics specialists to questions focused on conceptualization of the function concept as well as facility with composite functions. The results point to the conclusion that many of the prospective teachers held historical definitions tied to formulaic rules and this negatively affected their ability to solve composite function problems.
Classification: I29
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