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.
Quality & Quantity – Springer Journals
Published: Dec 20, 2009
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