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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
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
FullText Text:
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  Data: Pre-Service Teachers' Knowledge of Identifying and Clearing Pupils' Misconceptions about Inverse and Composite Functions via Vignettes
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  Data: Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/
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  Data: 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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      – Text: English
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        PageCount: 12
    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Mathematical Concepts
        Type: general
      – SubjectFull: Misconceptions
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Vignettes
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Public Colleges
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      – SubjectFull: Zambia
        Type: general
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      – TitleFull: Pre-Service Teachers' Knowledge of Identifying and Clearing Pupils' Misconceptions about Inverse and Composite Functions via Vignettes
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