Secondary teachers’ meanings for function notation in the United States and South Korea

Hyunkyoung Yoon, Patrick W. Thompson

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

This study investigates what teachers in U.S. reveal about their meanings for function notation in their written responses to the Mathematical Meanings for Teaching secondary mathematics (MMTsm) items, with particular attention to how productive those meanings would be if conveyed to students in a classroom setting. We then report South Korean teachers’ responses to see whether the meanings U.S. teachers demonstrated are shared with South Korean teachers. The results show that many U.S. teachers use function notation to name rules instead of to represent relationships. The data from South Korean teachers indicates that the problematic meanings in U.S. teachers’ responses are shared with a minority of South Korean teachers. The results suggest a need for attention to ideas regarding function notation in teacher education for pre-service teachers and professional development programs for in-service teachers.

Original languageEnglish (US)
Article number100804
JournalJournal of Mathematical Behavior
Volume60
DOIs
StatePublished - Dec 2020

Keywords

  • Function notation
  • Mathematical meanings for teaching
  • South Korea
  • United States

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Applied Mathematics

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