NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1375017
Record Type: Journal
Publication Date: 2022
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0020-739X
EISSN: EISSN-1464-5211
Available Date: N/A
Exploring Students' Misconceptions of the Function Concept through Problem-Posing Tasks and Their Views Thereon
Parhizgar, Zakieh; Dehbashi, Atefe; Liljedahl, Peter; Alamolhodaei, Hassan
International Journal of Mathematical Education in Science and Technology, v53 n12 p3261-3285 2022
Many studies have investigated students' problem-posing activities. However, there has not been a strong focus on affective aspects in mathematical problem-posing. Also, students' understanding of the function concept whilst generating functions has not previously been investigated. This paper investigated students' misconceptions of the function concept through problem-posing tasks. It also delineates students' views on the problem-posing experiences in a functional context. The participants of this study were 74 female high-school students, of whom six were selected according to their performance on a problem-posing test to air their views. The findings show that problem-posing was a good approach for pinpointing students' misconceptions about function concept, some of which are presented in this paper. Students' interviews also indicate that, besides being productive and enjoyable for students, problem-posing activities helped them to develop a deeper understanding of the function concept through reflection. Indeed, exploring students' views in depth made it possible to provide a better analysis of the factors that can inform the effective use of problem-posing in mathematics education.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A
Author Affiliations: N/A