Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes

Date

2017-04-01

Author

Hatisaru, Vesife
Erbaş, Ayhan Kürşat

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of this study was to examine the potential interrelationships between teachers' mathematical knowledge for teaching (MKT) the function concept and their students' learning outcomes of this concept. Data were collected from two teachers teaching in a vocational high school and their students through a function concept test for teachers and students, follow-up interviews with teachers, and classroom observations. Findings indicated that teachers' MKT and students' learning outcomes were related to a degree, but this relationship was not straightforward. The data suggested that the teachers' knowledge influenced the quality of their instructional practices, and the instructional practices played a mediating role in student learning. Different factors contributing to student learning were also evident.

Subject Keywords

Education, General Mathematics

URI

https://hdl.handle.net/11511/42598

Journal

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION

DOI

https://doi.org/10.1007/s10763-015-9707-5

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

V. Hatisaru and A. K. Erbaş, “Mathematical Knowledge for Teaching the Function Concept and Student Learning Outcomes,” INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, pp. 703–722, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/42598.