Secondary mathematics teachers' knowledge of slope

被引：3

作者：

Stump S. ^{[1
]}

机构：

[1] Department of Mathematical Sciences, Ball State University, Muncie

来源：

Mathematics Education Research Journal | 1999年 / 11卷 / 2期

关键词：

Preservice Teacher; Pedagogical Content Knowledge; Procedural Knowledge; Inservice Teacher; Mathematical Understanding;

D O I：

10.1007/BF03217065

中图分类号：

学科分类号：

摘要：

This study, conducted m the United States, investigated secondary mathematics teachers' concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Surveys were collected from 18 preservlce and 21 inservice teachers; 8 teachers from each group were also interviewed. Geometric ratios dominated teachers' concept definitions of slope. Problems involving the recognitlon of parameters, the interpretation of graphs, and rate of change challenged teachers' thinking. Teachers' descriptions of classroom instruction included physical situations more often than functional sltuataons. Results suggest that mathemahcs teacher educahon programs need to specifically address slope as a fundamental concept, emphasismg its connection to the concept of function.

引用

页码：124 / 144

页数：20

共 46 条

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