Pre-Service Teachers’ Understanding of Continuity
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Kimberly Sirin Budak 1 * , Zeynep Akcay Ozkan 2
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1 University of Wisconsin-Stevens Point, USA2 Queensborough Community College-CUNY, Bayside, NY, USA* Corresponding Author

Abstract

In this paper, we report the analysis of thought processes used by Pre-Service Teachers’ (PSTs’) through clinical interviews as they solved an algebra task involving a linear pattern. The PST’s were asked about a mathematical model they had constructed to describe a pattern problem. Our analysis suggests that conflict factors arise due to incompatibility in participants’ personal concept definition and the formal concept definition of continuity. We identified how personal concept definitions of the participants differed and how this difference affected their decision on whether a graph was continuous or not.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, Volume 17, Issue 2, May 2022, Article No: em0674

https://doi.org/10.29333/iejme/11669

Publication date: 02 Feb 2022

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Article Downloads: 1115

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