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Mathematics Teacher Candidates’ Multiple Representation and Conceptual-Procedural Knowledge Level in Definite Integral

By Ali DELİCE and Eyüp SEVİMLİ

Abstract

Learning a subject conceptually requires establishing a relationship between the conceptual and the operational knowledge. Definite integral, being one of the topics of the calculus course is where learners face extensive learning difficulties mostly stemming from the lack of the knowledge of multiple representations. It is thought that the conceptual and the operational knowledge that mathematics teacher candidates influences the skill of using multiple representations. The study uses a case study approach which is based on an interpretivist qualitative paradigm. The participants of the study are 45 teacher candidates who are in their second year in the mathematics teacher training program of a state university. The data collection instruments were definite integral competency test, representation preference and transition test, semi structured interviews and document analysis. Findings suggest that algebraic representations are the dominant type in candidates’ solutions of integral problems. Candidates who are successful in terms of conceptual knowledge tend to use the representations more interrelated. Candidates who are successful in terms of operational knowledge tend mostly to use algebraic representation

Topics: Belirli integral, Kavram-işlem bilgisi, Çoklu temsiller, Definite integral, Conceptual-procedural knowledge, Multiple representations, Social Sciences, H, Social sciences (General), H1-99
Publisher: Gaziantep University
Year: 2010
OAI identifier: oai:doaj.org/article:8769b182eb86448696b383580e8e557b
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