RT info:eu-repo/semantics/article
T1 Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes
A1 Sintema, Edgar John
A1 Marban, José M
K1 Pre-service teachers’ KCS
K1 Pupils’ misconceptions
K1 Inverse and composite functions
K1 Vignettes
AB The purpose of this study was to investigate pre-service teachers’ knowledge of content and students vis-à-vis their ability to anticipate, identify and clear high school students’ misconceptions about inverse and composite functions. To accomplish this goal a case study research design was used to examine one fourth year mathematics education pre-service teacher from one of Zambia’s public universities. A case study strategy was preferred for this study because it enables the researcher to focus and have an in-depth investigation of an individual subject in a natural setting. As a data collection tool, the study used a questionnaire containing 7 vignettes comprising 4 inverse function vignettes and 3 composite function vignettes. Data were analyzed based on Ebert’s framework for characterizing the level of proficiency of functions and graphs. Findings revealed that the pre-service teacher’s level of proficiency of identifying and clearing students’ misconceptions was mostly good. Results suggest that vignettes might be useful in mathematical pedagogical courses in teacher education.
PB Modestum
SN 1305-8215
YR 2021
FD 2021
LK https://uvadoc.uva.es/handle/10324/80998
UL https://uvadoc.uva.es/handle/10324/80998
LA eng
NO Sintema, E. J., & Marban, J. M. (2021). Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1930. https://doi.org/10.29333/ejmste/9378
DS UVaDOC
RD 28-feb-2026