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On pre-service teachers' content knowledge of school calculus: An exploratory study
Citation
Toh, T. L., Toh, P. C., Teo, K. M., & Zhu, Y. (2022). On pre-service teachers' content knowledge of school calculus: An exploratory study. European Journal of Mathematics and Science Education, 3(2), 91-103. https://doi.org/10.12973/ejmse.3.2.91
Abstract
This paper reports an exploratory study on the pre-service teachers’ content knowledge on school calculus. A calculus instrument assessing the pre-service teachers’ iconic thinking, algorithmic thinking and formal thinking related to various concepts in school calculus was administered to a group of pre-service mathematics teachers. Their performance on five of the items is reported in this paper. Other than their good performance in the iconic recognition of stationary points, their recognition on points of inflexion, differentiability and notion of minimum points was relatively poor. In addition, they appeared to lack the algorithmic flexibility in testing the nature of stationary points and the formal thinking about definition of an extremum point. The implications of the findings are discussed.
Date Issued
2022
Publisher
Eurasian Society of Educational Research
Journal
European Journal of Mathematics and Science Education
DOI
10.12973/ejmse.3.2.91
Project
OER 20/17 TTL
Funding Agency
Ministry of Education, Singapore