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Conference paper
Pre-Service Teachers' Meanings and Non-Canonical Graphs
North American Chapter of the International Group for the Psychology of Mathematics Education, pp.441-448
Nov 2013
Abstract
Research continues to illustrate the important role of covariational and quantitative reasoning in the context of function and graphing. The same body of literature has emphasized that students and teachers often construct meanings for function and graphing that do not foreground these reasoning processes. In order to gain deeper insights into such meanings, we conducted clinical interviews with ten pre-service secondary teachers. In the present work, we illustrate the construct of shape thinking in relation to their graphing activity during the clinical interviews. We draw particular attention to the implications of shape thinking, including constraints generated by meanings rooted in such thinking, when confronted with noncanonical situations. [For the complete proceedings, see ED584443.]
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Details
- Title
- Pre-Service Teachers' Meanings and Non-Canonical Graphs
- Creators
- Kevin C Moore - University of GeorgiaDavid R. Liss - University of GeorgiaJason Silverman - Drexel UniversityTeo Paoletti - University of GeorgiaKevin R LaForest - University of GeorgiaStacy Musgrave - University of Georgia
- Publication Details
- North American Chapter of the International Group for the Psychology of Mathematics Education, pp.441-448
- Conference
- North American Chapter of the International Group for the Psychology of Mathematics Education, 35th (Chicago, Illinois, United States, 14 Nov 2013–17 Nov 2013)
- Publisher
- North American Chapter of the International Group for the Psychology of Mathematics Education
- Number of pages
- 8
- Resource Type
- Conference paper
- Language
- English
- Academic Unit
- School of Education
- Identifiers
- 991021893694004721