Secondary mathematics teachers' meanings for measure, slope, and rate of change
Secondary mathematics teachers' meanings for measure, slope, and rate of change
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DOI：
10.1016/j.jmathb.2017.09.003
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发表时间：
2017-12-01
影响因子：
1.7
通讯作者：
Thompson, Patrick W.
中科院分区：
文献类型：
--
作者：
Byerley, Cameron;Thompson, Patrick W.
本文报告了对 251 名高中数学教师对斜率、测量和变化率含义的调查。这些数据是通过经过验证的书面工具收集的，该工具旨在诊断教师的数学含义。大多数教师主要传达书面项目上斜率和变化率的加法和公式含义。很少有老师表示变化率是比较两个量变化的相对大小。教师的薄弱测量方案与变化率的有限意义相关。总体而言，数据表明变化率应该成为有针对性的专业发展的主题。
This article reports an investigation of 251 high school mathematics teachers' meanings for slope, measurement, and rate of change. The data was collected with a validated written instrument designed to diagnose teachers' mathematical meanings. Most teachers conveyed primarily additive and formulaic meanings for slope and rate of change on written items. Few teachers conveyed that a rate of change compares the relative sizes of changes in two quantities. Teachers' weak measurement schemes were associated with limited meanings for rate of change. Overall, the data suggests that rate of change should be a topic of targeted professional development.