Preservice mathematics teachers’ concept images of polynomials

Preservice mathematics teachers’ concept images of polynomials The purpose of this study is to determine the experience of mathematics preservice teachers’ concept images of polynomials and how these concept images are related to the formal definition of the concept of polynomial. Data were gathered by a questionnaire, semi-structured interviews, and fieldnotes. They were analyzed using existential-phenomenology. The results show that the experiences of preservice math teachers related to the concept of polynomial can be summarized under three categories namely accordance with formal definition, conflict with formal definition, and inverse operation of equation. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Quality & Quantity Springer Journals

Preservice mathematics teachers’ concept images of polynomials

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Publisher
Springer Netherlands
Copyright
Copyright © 2009 by Springer Science+Business Media B.V.
Subject
Social Sciences; Methodology of the Social Sciences; Social Sciences, general
ISSN
0033-5177
eISSN
1573-7845
D.O.I.
10.1007/s11135-009-9303-2
Publisher site
See Article on Publisher Site

Abstract

The purpose of this study is to determine the experience of mathematics preservice teachers’ concept images of polynomials and how these concept images are related to the formal definition of the concept of polynomial. Data were gathered by a questionnaire, semi-structured interviews, and fieldnotes. They were analyzed using existential-phenomenology. The results show that the experiences of preservice math teachers related to the concept of polynomial can be summarized under three categories namely accordance with formal definition, conflict with formal definition, and inverse operation of equation.

Journal

Quality & QuantitySpringer Journals

Published: Dec 20, 2009

References

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