Pre-Service Mathematics Teachers' Understanding of Rate of Change throughout a Model Development Sequence

Autor/inn/en	Kertil, Mahmut; Erbas, Ayhan Kursat; Cetinkaya, Bulent
Titel	Pre-Service Mathematics Teachers' Understanding of Rate of Change throughout a Model Development Sequence
Quelle	In: International Journal of Science and Mathematics Education, 21 (2023) 6, S.1769-1796 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kertil, Mahmut) ORCID (Erbas, Ayhan Kursat) ORCID (Cetinkaya, Bulent)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-022-10324-z
Schlagwörter	Preservice Teachers; Mathematics Teachers; Middle School Mathematics; Mathematics Instruction; Knowledge Base for Teaching; Mathematical Concepts; Mathematical Models; Difficulty Level; Concept Formation; Multiplication; Addition + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Teaching theory; Theory of teaching; Unterrichtstheorie; Mathematical model; Mathematisches Modell; Schwierigkeitsgrad; Concept learning; Begriffsbildung; Multiplikation
Abstract	This study examined a cohort of middle school pre-service mathematics teachers' understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling course for pre-service teachers. The data were collected from twenty senior year middle school pre-service mathematics teachers (PSTs) through questionnaires, modeling activities, reflection papers, and semi-structured interviews. The data analysis showed that PSTs have difficulties conceptualizing the rate of change and conceiving it as a multiplicative comparison of changes in two covarying quantities. As they frequently employed its percentage interpretation, PSTs experienced additional difficulty conceiving the conventional meaning of rate of change in a population growth context. PSTs generally used motion context as a reference while explaining the rate of change in different non-motion contexts. In general, PSTs developed their conception of the additive rate of change throughout the model development sequence. However, for some PSTs, difficulty in ratio-based reasoning on the rate of change in different non-motion contexts prevailed. We provided some arguments concerning the teaching and learning of rate of change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01