PROCEEDINGS OF THE 22ND ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2019
Oklahoma City, Oklahoma
Using a scripting task to probe preservice secondary mathematics teachers’ understanding of function and equation
Page: 1127
In order to determine preservice secondary mathematics teachers’ (PSMTs) conceptual understanding following an inquiry-based lesson on the constructed meanings of the equals sign and the distinctions between the concepts of function and equation, we utilized a scripting task in which the PSMTs individually continued a dialogue between two hypothetical students with opposing viewpoints with respect to an equation arising from a function context. This study is part of the Enhancing Explorations in Functions for Preservice Secondary Mathematics Teachers Project which is developing research-based tasks and explorations together with instructor materials to be used in mathematics courses for PSMTs. The goal of this poster presentation is to discuss our implementation of the scripting task to gauge PSMTs’ understanding of the nuances between function and equation. We also wish to gather feedback and suggestions on the study design and potential implications of our research