Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts

Popis výsledku v původním jazyce

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&apos; 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&apos; understanding that would be productive in teaching and learning exponential and logarithmic topics through contextual problems.

Název v anglickém jazyce

Using contextual problems to develop preservice mathematics teachers’ understanding of exponential and logarithmic concepts

Popis výsledku anglicky

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&apos; 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&apos; understanding that would be productive in teaching and learning exponential and logarithmic topics through contextual problems.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

International Journal of Mathematical Education in Science and Technology

ISSN

0020-739X

e-ISSN

1464-5211

Svazek periodika

2024

Číslo periodika v rámci svazku

0020739X

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

31

Strana od-do

1-31

Kód UT WoS článku

001169647800001

EID výsledku v databázi Scopus

2-s2.0-85185513106