Title: | Spojiť či nespojiť? Spojité verzus diskrétne grafy (Slovak) |
Title: | Join or not join? Continuous versus discrete graphs (English) |
Author: | Slabý, Matej |
Language: | Slovak |
Journal: | Učitel matematiky |
ISSN: | 1210-9037 |
Volume: | 33 |
Issue: | 1 |
Year: | 2025 |
Pages: | 21-39 |
Summary lang: | English |
. | |
Category: | math |
. | |
Summary: | Several studies indicate that students encounter significant difficulties when determining how to represent or interpret continuous data in a discrete manner and to represent or interpret discrete data in a continuous manner. In this paper, we focus on whether and when pre-service and in-service mathematics teachers represent functional dependence in a continuous or discrete manner. In pursuit of this objective, we employed two tasks from the research tool, which pre-service and in-service teachers solved, and subsequently scrutinized both their solutions and collaborative discussions concerning these tasks. (English) |
. | |
Date available: | 2025-06-16T12:51:34Z |
Last updated: | 2025-06-17 |
Stable URL: | http://hdl.handle.net/10338.dmlcz/153005 |
. | |
Reference: | [1] Acevedo Nistal, A., van Dooren, W., Verschaffel, L.: Improving students’ representational flexibility in linear-function problems: An intervention.(2014). Educational Psychology, 34(6), 763-786. https://doi.org/10.1080/01443410.2013.785064 10.1080/01443410.2013.785064 |
Reference: | [2] Blanton, M., Brizuela, B. M., Gardiner, A. M., Sawrey, K., Newman-Owens, A.: A learning trajectory in 6-year-olds' thinking about generalizing functional relationships.(2015). Journal for Research in Mathematics Education, 46(5), 511-558. https://doi.org/10.5951/jresematheduc.46.5.0511 10.5951/jresematheduc.46.5.0511 |
Reference: | [3] FunThink team: Vision document.(2021). https://www.funthink.eu/fileadmin/__Template/funthink/Downloadbereich/additional_Materials/Vision_Document/Vision_document.pdf |
Reference: | [4] Goldin, G.: A scientific perspective on structures, task-based interviews in mathematics education research.(2000). In R. A. Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 517-545). Erlbaum, Hillsdale. |
Reference: | [5] Hecht, T., Černek, P.: Matematika pre 2. ročník gymnázií a SOŠ - Funkcie.(2002). (1. vyd.). Orbis Pictus Istropolitana Bratislava. |
Reference: | [6] Hecht, T.: Matematika pre 3. ročník gymnázií a SOŠ - Funkcie II.(2006). (1. vyd.). Orbis Pictus Istropolitana Bratislava. |
Reference: | [7] Janvier, C.: Teaching the concept of function.(1983). Mathematical Education for Teaching, 4(2), 48-60. |
Reference: | [8] Kerslake, D.: Graphs. In K. M. Hart.(1981). (Ed.), Children's understanding of mathematics concepts: 11–16 (pp. 120-136). John Murray. |
Reference: | [9] Kubáček, Z.: Matematika pre prvý ročník gymnázií, 2. časť.(2010a). Slovenské pedagogické nakladateľstvo - Mladé letá. |
Reference: | [10] Kubáček, Z.: Matematika pre 2. ročník gymnázií a 6. ročník gymnázií s osemročným štúdiom, 2. časť.(2010b). Slovenské pedagogické nakladateľstvo - Mladé letá. |
Reference: | [11] Leinhardt, G., Zaslavsky, O., Stein, M. K.: Functions, graphs, and graphing: Tasks, learning, and teaching.(1990). Review of Educational Research, 60(1), 1-64. 10.3102/00346543060001001 |
Reference: | [12] McCulloch, A. W., Lovett, J. N., Meagher, M. S.: Challenging preservice secondary mathematics teachers’ conceptions of function.(2022). Mathematics Education Research Journal, 34, 343-368. https://doi.org/10.1007/s13394-020-00347-6 10.1007/s13394-020-00347-6 |
Reference: | [13] Odvárko, O.: Matematika pre 2. ročník gymnázií.(1985). Slovenské pedagogické nakladateľstvo. |
Reference: | [14] Ostermann, A., Leuders, T., Nückles, M.: Improving the judgment of task difficulties: prospective teachers’ diagnostic competence in the area of functions and graphs.(2018). Journal of Mathematics Teacher Education, 21(6), 579-605. https://doi.org/10.1007/s10857-017-9369-z 10.1007/s10857-017-9369-z |
Reference: | [15] Pittalis, M., Pitta-Pantazi, D., Christou, C.: Young students’ functional thinking modes: The relation between recursive patterning, covariational thinking, and correspondence relations.(2020). Journal for Research in Mathematics Education, 51(5), 631-674. 10.5951/jresematheduc-2020-0164 |
Reference: | [16] Ronda, E.: Growth points in linking representations of function: a research-based framework.(2015). Educational Studies in Mathematics, 90, 303-319. https://doi.org/10.1007/s10649-015-9631-1 10.1007/s10649-015-9631-1 |
Reference: | [17] Sebsibe, A. S., Dorra, B. T., Beressa, B. W.: Students' difficulties and misconceptions of the function concept.(2019). International Journal of Research - Granthaalayah, 7(8), 181-196. https://doi.org/10.5281/zenodo.3381160 10.29121/granthaalayah.v7.i8.2019.656 |
Reference: | [18] Slabý, M., Semanišinová, I., Climent, N.: The specialized knowledge of middle school teachers concerning the concept of function.(2022). Annales Universitatis Paedagogicae Cracoviensis Studia Ad Didacticam Mathematicae Pertinentia, 14, 81-101. 10.24917/20809751.14.5 |
Reference: | [19] Stein, M. K., Leinhardt, G.: Interpreting graphs: An analysis of early performance and reasoning.(1989). Unpublished manuscript, University of Pittsburgh, Learning Research and Development Center, PA. |
Reference: | [20] Vollrath, H. J.: Search strategies as indicators of functional thinking.(1986). Educational Studies in Mathematics, 17(4), 387-400. 10.1007/BF00311326 |
Reference: | [21] Zaslavsky, O., Leikin, R.: Professional development of mathematics teacher educators: growth through practice.(2004). Journal of Mathematics Teacher Education, 7, 5-32. https://doi.org/10.1023/B:JMTE.0000009971.13834.e1 10.1023/B:JMTE.0000009971.13834.e1 |
Reference: | [22] Vavrinčíková, B.: Matematika v dialógoch - Graf funkcie.https://www.galeje.sk/web_object/9442.pdf |
. |
Fulltext not available (moving wall 12 months)