RT info:eu-repo/semantics/doctoralThesis
T1 Pre-service mathematics teachers’ knowledge of functions: a mixed methods sequential explanatory study
A1 Sintema, Edgar John
A2 Universidad de Valladolid. Facultad de Educación y Trabajo Social
K1 Profesores de matemáticas Formación
K1 Matemáticas
K1 Mathematics
K1 58 Pedagogía
AB It is common knowledge that teachers cannot teach students and help them learn and comprehend concepts they themselves do not understand. Thus, the purpose of this mixed methods sequential explanatory study was to examine knowledge held by pre-service secondary mathematics teachers in the topic of functions. The study attempted to characterize the depth of their subject-matter and pedagogical content knowledge of the concept of a function. In the first phase (quantitative) of the study, the investigation focused on categorizing pre-service teachers based on their level of knowledge of the concept of a function. In particular, the grouping was based on their Mathematical Pedagogical Content Knowledge perceptions, Common Content Knowledge, Specialized Content Knowledge, and Knowledge of Content and Students related to their knowledge of the concept of a function.
YR 2020
FD 2020
LK http://uvadoc.uva.es/handle/10324/46450
UL http://uvadoc.uva.es/handle/10324/46450
LA eng
NO Departamento de Didáctica de las Ciencias Sociales y Experimentales
DS UVaDOC
RD 24-nov-2024