Exploring Students' Misconceptions of the Function Concept through Problem-Posing Tasks and Their Views Thereon

Autor/inn/en	Parhizgar, Zakieh; Dehbashi, Atefe; Liljedahl, Peter; Alamolhodaei, Hassan
Titel	Exploring Students' Misconceptions of the Function Concept through Problem-Posing Tasks and Their Views Thereon
Quelle	In: International Journal of Mathematical Education in Science and Technology, 53 (2022) 12, S.3261-3285 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alamolhodaei, Hassan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2021.1937732
Schlagwörter	Females; High School Students; Mathematics; Mathematical Concepts; Misconceptions; Student Attitudes; Mathematics Education; Problem Solving; Foreign Countries; Iran + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematik; Missverständnis; Schülerverhalten; Mathematische Bildung; Problemlösen; Ausland
Abstract	Many studies have investigated students' problem-posing activities. However, there has not been a strong focus on affective aspects in mathematical problem-posing. Also, students' understanding of the function concept whilst generating functions has not previously been investigated. This paper investigated students' misconceptions of the function concept through problem-posing tasks. It also delineates students' views on the problem-posing experiences in a functional context. The participants of this study were 74 female high-school students, of whom six were selected according to their performance on a problem-posing test to air their views. The findings show that problem-posing was a good approach for pinpointing students' misconceptions about function concept, some of which are presented in this paper. Students' interviews also indicate that, besides being productive and enjoyable for students, problem-posing activities helped them to develop a deeper understanding of the function concept through reflection. Indeed, exploring students' views in depth made it possible to provide a better analysis of the factors that can inform the effective use of problem-posing in mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01