Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections

Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections The purpose of this study is to investigate the misconceptions emerging in mathematics student teachers’ limit instruction and the reflections of these misconceptions on their teaching. In this study, which used the case study design, regarding the limit concept, four senior mathematics student teachers’ four-hour limit instruction was examined within the context of misconceptions as described in the literature. Mathematics student teachers’ lesson plans, video recordings of the participants’ lessons in which they taught the concept of limit and audio recordings of semi-structured interviews were used to gather data. Participants carried their instruction mostly by demonstrating that the function’s limit is different than the function’s value at $$x=a$$ x = a . However, since mathematics student teachers did not have adequate knowledge of misconceptions regarding the limit concept, some misconceptions emerged in their teaching process. Three of the participants made illustrations by making use of the meaning attributed to limit in daily language, and this situation caused students to perceive the limit concept as the maximum value to be reached and as a boundary not to be exceeded. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

Misconceptions emerging in mathematics student teachers’ limit instruction and their reflections

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Social Sciences, general; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-013-9961-y
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to investigate the misconceptions emerging in mathematics student teachers’ limit instruction and the reflections of these misconceptions on their teaching. In this study, which used the case study design, regarding the limit concept, four senior mathematics student teachers’ four-hour limit instruction was examined within the context of misconceptions as described in the literature. Mathematics student teachers’ lesson plans, video recordings of the participants’ lessons in which they taught the concept of limit and audio recordings of semi-structured interviews were used to gather data. Participants carried their instruction mostly by demonstrating that the function’s limit is different than the function’s value at $$x=a$$ x = a . However, since mathematics student teachers did not have adequate knowledge of misconceptions regarding the limit concept, some misconceptions emerged in their teaching process. Three of the participants made illustrations by making use of the meaning attributed to limit in daily language, and this situation caused students to perceive the limit concept as the maximum value to be reached and as a boundary not to be exceeded.

Journal

Quality & QuantitySpringer Journals

Published: Dec 4, 2013

References

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