Prospective middle school mathematics teachers’ conceptualizations of slope

Avcu, Seher; Biber, Belma Türker

doi:10.1080/0020739x.2022.2073478

Cited by 1 publication

(2 citation statements)

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“…For instance, they associate it with ramps, stairs, steep streets, roofs of houses, among others. Similar findings have been reported by Hoffman (2015) and Avcu and Biber (2022) with high school teachers and prospective teachers, respectively. However, this study inferred that the emphasis they place on these connections might often be a memorized discourse.…”

Section: Discussionsupporting

confidence: 91%

“…This component refers to slope as the inclination of a line relative to the horizontal axis (Rivera et al, 2019;Rivera & Dolores, 2021;Salgado et al, 2019;Salgado & Dolores, 2021). In this regard, Avcu and Biber (2022) report that prospective high school teachers face challenges in defining slope mathematically but can do so colloquially, describing it as the angle of inclination. However, this shouldn't be regarded as an error, as this idea contributes to the understanding of slope as the tangent of the angle of inclination, provided this transition is made correctly.…”

Section: Discussionmentioning

confidence: 99%

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Components and Subcomponents of the Slope used by High School Mathematics Teachers

López,

Velázquez,

Sierra

2024

INT J INSTRUCTION

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The present study aims to identify and describe the components and subcomponents of the slope used by a group of seven high school mathematics teachers to solve tasks involving it. Its importance is due to the unquestionable role of the teacher as promoter of the learning of his students, since he considers and transforms his knowledge about a content to put it into play in his teaching practice. Data were collected through a Task-Based Interview, whose protocol consisted of six tasks (two situations with real-life context and four questions associated with teaching and learning the concept). Data analysis was code-bycode using the statements and procedures used by the teachers and the framework of the components and subcomponents of the slope. The findings of this exploratory study showed that teachers have conceptualized the concept in the Trigonometric Conception and Constant Ratio components, mainly in the visualprocedural and non-visual-procedural approaches. On the other hand, their interpretation of the concept makes it difficult to establish its relationship with real-world situations that allude to variational ideas. These results suggest the implementation of professional development courses to broaden their understanding and interpretation of the slope in authentic and realistic scenarios involving geometric and variational notions.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%