This study aims to examine the changes in students' mental constructions of function transformation based on the designed activities, classroom discussions, exercises (ACE) teaching cycle in the light of the action, process, object, schema (APOS) theoretical framework. The study was conducted by seven volunteer students who were enrolled in…

This paper describes an emerging approach to the design of task sequences and the theory that undergirds it. The approach aims at promoting particular mathematical concepts, understood as the result of reflective abstraction. Central to this approach is the identification of available student activities from which students can abstract the…

In this paper we present how the redesign of professional tasks in the teachers' formation of Secondary Mathematics Teachers influences changes in didactical analysis competency of future secondary school teachers. We draw on data collected from 3 groups of prospective teachers, using qualitative methods. We discuss how the training on the use of…