PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
A Prospective Teacher’s Mathematical Knowledge for Teaching of Inverse Functions
Page: 1066
Prospective mathematics teachers are often required to take a course in abstract algebra. However, there is still some question as to how prospective teachers connect their knowledge of abstract algebra to secondary algebra and how they might draw upon this knowledge as they teach. This study explores a prospective teacher’s conceptions of inverse functions and their relation to the algebraic group of invertible functions under composition. It explores how this prospective teacher draws on her mathematical knowledge as she responds to student thinking.