Pre-Service Teachers’ Understanding of Continuity

In this paper, we report the analysis of thought processes used by Pre-Service Teachers’ (PSTs’) through clinical interviews as they solved an algebra task involving a linear pattern. The PST’s were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis sug...

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Bibliographic Details
Published in:International electronic journal of mathematics education 2022-05, Vol.17 (2), p.em0674
Main Authors: Budak, Kimberly Sirin, Akcay Ozkan, Zeynep
Format: Article
Language:English
Subjects:
Algebra
Case studies
Cognitive Processes
Concept Formation
Curricula
Education reform
Electronic periodicals
Mathematical Concepts
Mathematics education
Preservice Teachers
Problem Solving
Students
Teaching
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Summary:In this paper, we report the analysis of thought processes used by Pre-Service Teachers’ (PSTs’) through clinical interviews as they solved an algebra task involving a linear pattern. The PST’s were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis suggests that conflict factors arise due to incompatibility in participants’ personal concept definition and the formal concept definition of continuity. We identified how personal concept definitions of the participants differed and how this difference affected their decision on whether a graph was continuous or not.
ISSN:1306-3030
1306-3030
DOI:10.29333/iejme/11669