摘要: 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 21 inservice teachers; 8 teachers each group also interviewed. Geometric ratios dominated definitions Problems involving recognition parameters, interpretation graphs, rate change challenged thinking. Teachers’ descriptions classroom instruction included physical situations more often than functional situations. Results suggest that teacher education programs need to specifically address slope as a fundamental concept, emphasising its connection function.
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