Pre-Service Teachers' Knowledge of Identifying and Clearing Pupils' Misconceptions about Inverse and Composite Functions via Vignettes
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| Title: | Pre-Service Teachers' Knowledge of Identifying and Clearing Pupils' Misconceptions about Inverse and Composite Functions via Vignettes |
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| Language: | English |
| Authors: | Sintema, Edgar John, Marban, José M. |
| Source: | EURASIA Journal of Mathematics, Science and Technology Education. 2021 17(1). |
| Availability: | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education Secondary Education High Schools |
| Descriptors: | Preservice Teachers, Pedagogical Content Knowledge, Mathematical Concepts, Misconceptions, Evaluation Methods, Vignettes, Secondary School Mathematics, High School Students, Foreign Countries, Public Colleges |
| Geographic Terms: | Zambia |
| ISSN: | 1305-8223 |
| Abstract: | The purpose of this study was to investigate pre-service teachers' knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students' misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education pre-service teacher from one of Zambia's public universities. A case study strategy was preferred for this study because it enables the researcher to focus and have an in-depth investigation of an individual subject in a natural setting. As a data collection tool, the study used a questionnaire containing 7 vignettes comprising 4 inverse function vignettes and 3 composite function vignettes. Data were analyzed based on Ebert's framework for characterizing the level of proficiency of functions and graphs. Findings revealed that the pre-service teacher's level of proficiency of identifying and clearing students' misconceptions was mostly good. Results suggest that vignettes might be useful in mathematical pedagogical courses in teacher education. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1284836 |
| Database: | ERIC |
| Abstract: | The purpose of this study was to investigate pre-service teachers' knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students' misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education pre-service teacher from one of Zambia's public universities. A case study strategy was preferred for this study because it enables the researcher to focus and have an in-depth investigation of an individual subject in a natural setting. As a data collection tool, the study used a questionnaire containing 7 vignettes comprising 4 inverse function vignettes and 3 composite function vignettes. Data were analyzed based on Ebert's framework for characterizing the level of proficiency of functions and graphs. Findings revealed that the pre-service teacher's level of proficiency of identifying and clearing students' misconceptions was mostly good. Results suggest that vignettes might be useful in mathematical pedagogical courses in teacher education. |
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| ISSN: | 1305-8223 |
