Consequential implications of mathematics student teachers’ definitions of the function concept

Artigo2022

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Resumo

This article reports consequential implications of mathematics student teachers’ definitions of the function concept. The implications emanated from scrutiny of written definitions, and exploration of demonstrated ability to identify functions and translate them into different representations. A qualitative study characterized by a case study design was conducted. Four student teachers of mathematics education at a public university constitute the sample. Whereas the study site was conveniently chosen, the participants were a sub-sample in the principal study selected using extreme case strategy. Data were collected through semi-structured interviews preceded by student teachers’ written definitions of the function concept. Explorations of the written work and interview transcripts suggest that the student teachers’ definitions of a function were dominated by a narrow view that all functions are one-toone relations. Notwithstanding, the participants’ conception of one-toone functions was superficial. The student teachers’ flawed definitions of a function influenced their inability to correctly identify functions. Likewise, those definitions were consistent with the student teachers’ incapacity to translate functions accurately from one kind of representation into another. These findings underscore the necessity for mathematics teacher educators to facilitate student teachers’ development of correct definitions and appropriate concept images of the function concept.

Dados da obra

Tipo: Artigo
Periódico: Journal of Research and Advances in Mathematics Education, p. 197-210
Editora: Universitas Muhammadiyah Surakarta
Ano: 2022 (2022-10)
Idioma: en
Palavras-chave: function concept definition; consequential implication; concept image; function representations; mathematics student teachers
DOI: 10.23917/jramathedu.v7i4.17146
ISSN: 2503-3697
Acesso: Acesso aberto
Fontes: DOAJ — Directory of Open Access Journals
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MALAMBO, Priestly. Consequential implications of mathematics student teachers’ definitions of the function concept. Journal of Research and Advances in Mathematics Education, p. 197-210, 2022. DOI: https://doi.org/10.23917/jramathedu.v7i4.17146.

APA

Malambo, P. (2022). Consequential implications of mathematics student teachers’ definitions of the function concept. Journal of Research and Advances in Mathematics Education, 197-210. https://doi.org/10.23917/jramathedu.v7i4.17146

BibTeX

@article{malambo2022,
  author = {Malambo, Priestly},
  title = {Consequential implications of mathematics student teachers’ definitions of the function concept},
  year = {2022},
  journal = {Journal of Research and Advances in Mathematics Education},
  pages = {197-210},
  publisher = {Universitas Muhammadiyah Surakarta},
  doi = {10.23917/jramathedu.v7i4.17146},
  language = {en}
}

RIS

TY  - JOUR
AU  - Malambo, Priestly
TI  - Consequential implications of mathematics student teachers’ definitions of the function concept
PY  - 2022
JO  - Journal of Research and Advances in Mathematics Education
SP  - 197
EP  - 210
DO  - 10.23917/jramathedu.v7i4.17146
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS