Mathematical Connections Established in the Teaching of Functions

Autor/in	Hatisaru, Vesife
Titel	Mathematical Connections Established in the Teaching of Functions
Quelle	In: Teaching Mathematics and Its Applications, 42 (2023) 3, S.207-227 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrac013
Schlagwörter	Mathematical Concepts; Mathematics Instruction; Teaching Methods; Secondary School Teachers; Pedagogical Content Knowledge; Grade 9; Teacher Attitudes; Comparative Analysis; Mathematics Teachers; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Pädagogische Kompetenz; School year 09; 9. Schuljahr; Schuljahr 09; Lehrerverhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende
Abstract	This study explores the types of mathematical connections established in the classroom in the teaching of functions. An extended model for mathematical connections (different representations (DR), procedural (PC), if-then (I-T), part-whole connections (PWC), feature/property (F/P), analogies, and instruction-oriented connections (IOC)) is used as the analytical framework. The context for the study is classroom observations of two secondary mathematics teachers teaching functions to Grade 9 students. The strength of teachers' mathematical knowledge for teaching (MKT) the concept of function is different: one has stronger MKT, while the other has weaker MKT. A total of 485 connections are identified in a sample of 24 ninth-grade lessons observed (12 lessons per teacher). The teacher with stronger MKT produces far more connections (f = 317) than the teacher with weaker MKT (f = 168), and she mostly establishes I-T, DR, PWC and F/P type of connections. The teacher with weaker MKT frequently makes procedural types of connections. This 'connections gap' may reflect differences in the teachers' MKT and in their beliefs about the teaching and learning of mathematics. The study also documents some of the important internal connections within functions based on the observed lessons, and an additional IOC has emerged from the data. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01