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Prospective teachers’ perspectives on function representations. (English)
Bobis, Janette et al., Numeracy and beyond. Vol. 1 and 2. , (ISBN 1-86487-386-8). 155-162 (2001).
This is a report of a study in which we aim to characterise the quality of subject-matter and pedagogical content knowledge constructed by a group of four student teachers in the domain of functions. A key feature of the results is that these teachers tended to emphasise the visual representations in their understanding of functions without sufficient attention to their symbolic equivalency. As expected, their pedagogical content knowledge was not well developed. We discuss the implications for subject-matter growth from the framework of modelling and schema development. (orig.)
Classification: I29
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