Stump (1999)

Secondary Mathematics Teachers' Knowledge of Slope

The article Secondary Mathematics Teachers' Knowledge of Slope was written by Sheryl Stump and published in Mathematics Education Research Journal in 1999. The article is available from SpringerLink at http://link.springer.com/article/10.1007/BF03217065.

Abstract

This study, conducted in the United States, investigated secondary mathematics teachers' concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Surveys were collected from 18 preservice and 21 inservice teachers; 8 teachers from each group were also interviewed. Geometric ratios dominated teachers' concept definitions of slope. Problems involving the recognition of parameters, the interpretation of graphs, and rate of change challenged teachers' thinking. Teachers' descriptions of classroom instruction included physical situations more often than functional situations. Results suggest that mathematics teacher education programs need to specifically address slope as a fundamental concept, emphasising its connection to the concept of function.

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APA

Stump, S. L. (1999). Secondary mathematics teachers’ knowledge of slope. Mathematics Education Research Journal, 11(2), 124–144. doi:10.1007/BF03217065

BibTeX

@article{Stump1999,
abstract = {This study, conducted in the United States, investigated secondary mathematics teachers' concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Surveys were collected from 18 preservice and 21 inservice teachers; 8 teachers from each group were also interviewed. Geometric ratios dominated teachers' concept definitions of slope. Problems involving the recognition of parameters, the interpretation of graphs, and rate of change challenged teachers' thinking. Teachers' descriptions of classroom instruction included physical situations more often than functional situations. Results suggest that mathematics teacher education programs need to specifically address slope as a fundamental concept, emphasising its connection to the concept of function.},
author = {Stump, Sheryl L.},
doi = {10.1007/BF03217065},
journal = {Mathematics Education Research Journal},
number = {2},
pages = {124--144},
title = {{Secondary mathematics teachers' knowledge of slope}},
url = {http://link.springer.com/article/10.1007/BF03217065},
volume = {11},
year = {1999}
}