Teachers’ Pedagogical Indications about The Concept of Function and Its Teaching

• الحاوية / القاعدة: Gaziantep Üniversitesi Sosyal Bilimler Dergisi
• المؤلفون الرئيسيون: İbrahim Bayazıt, Yılmaz Aksoy
• التنسيق: مقال
• اللغة: الإنجليزية
• منشور في: Gaziantep University 2010-12-01
• الموضوعات: Pedagojik alan bilgisi; fonksiyon kavramı; sabit fonksiyon; ters fonksiyon; parçalı fonksiyon; Pedagogical content knowledge; function concept; constant function; inverse functon; piecewise function
• الوصول للمادة أونلاين: http://dergipark.gov.tr/jss/issue/24245/257063?publisher=gantep
• تدمد: 2149-5459

This paper examines two aspects of teacher‟s pedagogical content knowledge within the function context. The participants were two experienced mathematics teachers. The research employed a qualitative case study using semi-structured interviews as the main source of data. Data was analysed using qualitative methods which included content and discourse analysis methods. The notion of „pedagogical content knowledge‟ provided a theoretical framework for the study. The research findings indicated that there was no difference between the teachers in diagnosing their students‟ diffculties and misconceptions with the function concept and their sources; yet the teachers differed remarkably in proposing pedagogical treatments to help their students overcome these obstacles