Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11320%2F24%3A10490307" target="_blank" >RIV/00216208:11320/24:10490307 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Tb1NF7Kbw5" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=Tb1NF7Kbw5</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1080/0020739X.2024.2309284" target="_blank" >10.1080/0020739X.2024.2309284</a>
Alternative languages
Result language
angličtina
Original language name
Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts
Original language description
Understanding a mathematical concept in real-world situations is of practical importance and would be helpful to learn the concept in depth. One potential way to help students learn mathematical concepts in real-world situations would be to engage them with contextual problems. Exponential and logarithmic concepts are essential topics in higher secondary and university curricula, and most students seem to have a procedural understanding of them, and their interpretation in real-world situations has less attention. We examined preservice teachers' understanding in designing contextual problems for exponential and logarithmic statements. We conducted the study in two countries: Czech Republic and Iran. The process of this study included an initial interview, implementing a set of activities, and an exit interview. The results of the initial interview showed that the preservice teachers did not have enough understanding of exponential and logarithmic statements in real-world situations, but the class activities helped them to develop their understanding of these concepts in real-world situations. Indeed, the results of the exit interview showed that the preservice teachers came to a conceptual understanding in addition to their previous procedural understanding. We report characteristics of preservice teachers' understanding that would be productive in teaching and learning exponential and logarithmic topics through contextual problems.
Czech name
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Czech description
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Classification
Type
J<sub>imp</sub> - Article in a specialist periodical, which is included in the Web of Science database
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2024
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
International Journal of Mathematical Education in Science and Technology
ISSN
0020-739X
e-ISSN
1464-5211
Volume of the periodical
2024
Issue of the periodical within the volume
0020739X
Country of publishing house
US - UNITED STATES
Number of pages
31
Pages from-to
1-31
UT code for WoS article
001169647800001
EID of the result in the Scopus database
2-s2.0-85185513106