On Intuition of the Concept of Limit: Real-Life Examples Given by Secondary Mathematics Teachers

Autor/inn/en	Rathnayake, Rovini; Jayakody, Gaya
Titel	On Intuition of the Concept of Limit: Real-Life Examples Given by Secondary Mathematics Teachers
Quelle	In: International Journal of Research in Education and Science, 9 (2023) 1, S.241-265 (26 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Rathnayake, Rovini) ORCID (Jayakody, Gaya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Intuition; Mathematics Instruction; Concept Formation; Mathematical Concepts; Secondary School Teachers; Vignettes; Mathematics Teachers; Teaching Methods; Figurative Language; Pedagogical Content Knowledge; Misconceptions; Advanced Courses; Mathematics Curriculum; Private Schools; Public Schools; Video Technology; Foreign Countries; Sri Lanka + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Concept learning; Begriffsbildung; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; Missverständnis; Fortgeschrittenenunterricht; Private school; Privatschule; Public school; Öffentliche Schule; Ausland; Ceylon
Abstract	In Sri Lankan advanced level mathematics curriculum, teachers are required only to provide the intuitive idea of the concept of limit. The purpose of this study is to explore the strategies used by mathematics teachers to achieve this. Twelve in-service secondary mathematics teachers working in government and private schools participated in the study. Data was collected through lesson observations and field notes. Video recorded lessons were transcribed and qualitatively analyzed. Teaching-With-Analogy model was used as a guiding framework to evaluate how teachers integrate real-life examples in classrooms. The analysis revealed few appealing approaches as well as various flaws and misconceptions. In fact, seven teachers took deliberate efforts to link the concept to real-life and among them, four teachers gave an intuition on how x approaches a specific value, through real-life scenarios. However, many were not successful in mapping features of the real-life example to the features of the concept. Few teachers superficially and negligently applied irrelevant metaphors, analogies and colloquial terms. There were gaps in teacher knowledge when incorporating real-life connections to the limit concept. We emphasize the importance of teachers being mindful when using real-life examples in fostering intuition since inappropriate choices of examples could contribute to misconceptions. (As Provided).
Anmerkungen	International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01