Pre-service mathematics teachers’ nature of understanding of the tangent function
Priestly Malambo(1*)(1) Department of Mathematics and Science Education, University of Zambia
(*) Corresponding Author
Abstract
Keywords
Full Text:
PDFReferences
Abdulkadir, T. (2013). A conceptual analysis of the knowledge of prospective mathematics teachers about degree and radian. World Journal of Education, 3(4), 1. Retrieved from https://files.eric.ed.gov
Akkoc, H. (2008). Pre-service mathematics teachers’ concept images of radian. International Journal of Mathematical Education in Science & Technology, 39(7), 857–878. https://doi.org/10.1080/00207390802054458
Bair, S. L., & Rich, B. S. (2011). Characterizing the Development of Specialized Mathematical Content Knowledge for Teaching in Algebraic Reasoning and Number Theory. Mathematical Thinking & Learning, 13(4), 292–321. https://doi.org/10.1080/10986065.2011.608345
Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content Knowledge for Teaching: What Makes It Special? Journal of Teacher Education, 59(5), 389–407. https://doi.org/10.1177/0022487108324554
Bromme, R. (1994). Beyond subject matter: A psychological topology of teachers’ professional knowledge. In R. Biehler, Scholz, W. R., StraBer, R., &Winkelmann, B. (Ed.), Didactics of mathematics as a scientific discipline (pp. 73-88). The Netherlands: Kluwer Academic Publishers.
Cooney, T. J. &Wiegel, H.G. (2003).Examining the mathematics in mathematics teacher education. In A. J. C. M. A. K. Bishop, C; Kilpatrick, J and Leung, F.K.S (Ed.), Second International Handbook of Mathematics Education (pp. 795). Netherlands: Kluwer Academic Publishers.
Creswell, J. W. (2012). Educational Research Planning, Conducting, and Evaluating Quantitative and Qualitative Research (Fourth ed.). United States of America: Pearson Education.
Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches. Thousand Oaks, CA: Sage.
Examinations Council of Zambia (2016).2015 Examination Performance Review Report for Natural Sciences. Lusaka: Examination Council of Zambia.
Fennema, E., &Franke, M. L. (1992).Teachers' knowledge and its impact.In D. A. Grouws (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 147-164). New York: McMillan Publishing Company.
Gerson, H. (2010). David’s Understanding of Functions and Periodicity.School Science and Mathematics.108(1), 28-38. Retrieved from https://www.researchgate.net
Grouws, D. & Schultz, K. (1996). Mathematics Teacher Education: In Sikula, J. (Ed) Handbook of Research on Teacher Education, 2nd edition (USA: Macmillan).
Malambo, P. (2016). Exploring Zambian Mathematics Student teachers’ content knowledge of functions and trigonometry for secondary schools (University of Pretoria).Retrieved from http://hdl.handle.net/2263/52943.
Malambo, P., van Putten, S., Botha, H., Stols, G. (2018). Mathematics Student Teachers' Understanding of Trigonometry for Secondary Schools. Nov 201811th annual International Conference of Education, Research and Innovation, Spain.Retrieved from https://library.iated.org.
Malambo, P., van Putten, S., Botha, H., Stols, G. (2019). Dysfunctional Functions: The Case of Zambian Mathematics Education Students. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), em1651. https://doi.org/10.29333/ejmste/99510
Merriam, S. B. (2009). Qualitative Research A Guide to Design and Implementation (Second ed.). San Francisco, CA 94103-1741: Jossey-Bass.
Ministry of Education. (2013a). “O” Level Mathematics Syllabus (Grades 10 to 12) Lusaka, Zambia.: Zambia Curriculum Development Centre.
Ministry of Education. (2013b). Zambia Education Curriculum Framework. Lusaka: Zambia Curriculum Development Centre.
Nyikahadzoyi, M. R. (2015). Teachers’ Knowledge of the concept of a function: A theoretical framework. International Journal of Science and Mathematics Education, 13, 261-283. https://doi.org/10.1007/s10763-013-9486-9
Ogbonnaya, U. I., & Mogari, D. (2014). The Relationship Between Grade 11 Students’ Achievement in Trigonometric Functions and Their Teachers’ Content Knowledge. Mediterranean Journal of Social Sciences, 5(4), 443. Retrieved from https://pdfs.semanticscholar.org
Shulman, L. (1986). Those whounderstand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. Retrieved from www.jstor.org/stable/1175860
Skemp, R. (2006). Relational Understanding and Instrumental Understanding. Mathematics Teaching in the Middle School, 12(2), 88-95.
Steele, M. D., Hillen, A. F., & Smith, M. S. (2013). Developing mathematical knowledge for teaching in a methods course: the case of function.Journal of Mathematics Teacher Education, 16(6), 451-482. https://doi.org/10.1007/s10857-013-9243-6
Article Metrics
Abstract view(s): 706 time(s)PDF: 533 time(s)
Refbacks
- There are currently no refbacks.