Pre-service Mathematics Teachers’ Understanding of Rate of Change Throughout a Model Development Sequence

Date

2022-01-01

Author

KERTİL, MAHMUT
Erbaş, Ayhan Kürşat
Çetinkaya, Bülent

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© 2022, National Science and Technology Council, Taiwan.This study examined a cohort of middle school pre-service mathematics teachers’ understanding of the rate of change as they engaged in a model development sequence. By adopting a design-based research perspective, a model development sequence on the concept of rate of change has been designed and implemented as part of a mathematical modeling course for pre-service teachers. The data were collected from twenty senior year middle school pre-service mathematics teachers (PSTs) through questionnaires, modeling activities, reflection papers, and semi-structured interviews. The data analysis showed that PSTs have difficulties conceptualizing the rate of change and conceiving it as a multiplicative comparison of changes in two covarying quantities. As they frequently employed its percentage interpretation, PSTs experienced additional difficulty conceiving the conventional meaning of rate of change in a population growth context. PSTs generally used motion context as a reference while explaining the rate of change in different non-motion contexts. In general, PSTs developed their conception of the additive rate of change throughout the model development sequence. However, for some PSTs, difficulty in ratio-based reasoning on the rate of change in different non-motion contexts prevailed. We provided some arguments concerning the teaching and learning of rate of change.

Subject Keywords

Mathematical modeling, Pre-service mathematics teachers, Quantitative reasoning, Rate of change

URI

https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85139849392&origin=inward
https://hdl.handle.net/11511/100028

Journal

International Journal of Science and Mathematics Education

DOI

https://doi.org/10.1007/s10763-022-10324-z

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. KERTİL, A. K. Erbaş, and B. Çetinkaya, “Pre-service Mathematics Teachers’ Understanding of Rate of Change Throughout a Model Development Sequence,” International Journal of Science and Mathematics Education, pp. 0–0, 2022, Accessed: 00, 2022. [Online]. Available: https://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85139849392&origin=inward.