PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
An APOS Perspective of Meaning in Mathematics Teaching
Page: 1627
The ‘meaning of’ mathematics can be thought of as mathematical understandings whereas the ‘meaning for’ mathematics can be understood as understanding the significance of math for non-mathematical purposes. Studies have suggested instructors have difficulty addressing both senses of meaning simultaneously while other studies have indicated factors that affect graduate teaching assistants’ (GTA) instruction. Using APOS theory as a theoretical lense, this study examines how these factors affect GTA instruction of the derivative and in turn, how GTAs navigate differing senses of meaning. Through interviews, the researcher found many parallels between GTA instruction and proposed decompositions of the derivative. Regarding meaning, the researcher found when GTAs experience tension between the two senses of meaning, instructional decisions may be taken that anticipate GTA instructional concerns.