PROCEEDINGS OF THE 18TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2015
Pittsburgh, Pennsylvania
Pre-service teachers’ inverse function meanings
Page: 853
Researchers have indicated that pre-service teachers (along with in-service teachers and college students) typically do not develop productive meanings for function and function inverse. In order to explore pre-service teachers’ inverse function meanings further, we conducted clinical interviews with 25 pre-service teachers. In this paper, we include a summary of previous research concerning individuals’ inverse function meanings as well as a description of the methodology and theoretical framework we used when making sense of the pre-service teachers’ activities. We present and interpret data highlighting the techniques the pre-service teachers used during the tasks. We present our interpretation of these results in relation to common curricular approaches to inverse function. We conclude with implications from our findings and areas for future research.