Secondary mathematics teachers’ meanings for measure,slope, and rate of change |
| |
Institution: | 1. Colorado State University, Department of Mathematics, 1874 Campus Delivery, Fort Collins, CO 80523-1874, United States;2. School of Mathematical and Statistical Sciences, Arizona State University, Tempe, AZ 85287-1804, United States;1. Indiana University-Bloomington, United States;2. University of Southern Indiana, United States |
| |
Abstract: | This article reports an investigation of 251 high school mathematics teachers’ meanings for slope, measurement, and rate of change. The data was collected with a validated written instrument designed to diagnose teachers' mathematical meanings. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers’ weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topic of targeted professional development. |
| |
Keywords: | Mathematical meanings for teaching Mathematical knowledge for teaching Secondary teachers Rate of change Diagnostic assessment |
本文献已被 ScienceDirect 等数据库收录! |
|