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MATHEMATICAL TASKS TO PROMOTE STUDENT LEARNING
Date
2009-07-24
Author
BAYAZIT, Ibrahim
Ubuz, Behiye
Aksoy, Yilmaz
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Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
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This paper examines teachers' selection and resolution of function problems and relates this to their students' understanding of the concept. Focusing on the way in which tasks are presented and resolved, the paper indicates that the models teachers present to students to obtain solutions may lead to two contrasting outcomes. On one hand the teacher's emphasis may confine the students to a limited way of thinking about the core ideas and contribute towards misconceptions. In contrast, a model that emphasizes connections between the ideas and the representations can encourage a conceptually rich knowledge of function and minimizes the occurrence of misconceptions.
URI
https://hdl.handle.net/11511/53714
Collections
Department of Mathematics and Science Education, Conference / Seminar
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I. BAYAZIT, B. Ubuz, and Y. Aksoy, “MATHEMATICAL TASKS TO PROMOTE STUDENT LEARNING,” 2009, vol. 2, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53714.
