Examining the concept of inverse: Theory-building via a standalone literature review
JP Cook, A Richardson, S Strand, Z Reed… - The Journal of …, 2023 - Elsevier
Inverse is a critical topic throughout the K–16 mathematics curriculum where students
encounter the notion of mathematical inverse across many contexts. The literature base on …
encounter the notion of mathematical inverse across many contexts. The literature base on …
Mathematics teachers' views about the limited utility of real analysis: A transport model hypothesis
Abstract In the United States and elsewhere, prospective teachers of secondary
mathematics are usually required to complete numerous advanced mathematics courses …
mathematics are usually required to complete numerous advanced mathematics courses …
A curious case of superscript (− 1): Prospective secondary mathematics teachers explain
R Zazkis - The Journal of Mathematical Behavior, 2016 - Elsevier
In mathematics the same symbol–superscript (− 1)–is used to indicate an inverse of a
function and a reciprocal of a rational number. Is there a reason for using the same symbol …
function and a reciprocal of a rational number. Is there a reason for using the same symbol …
Designing advanced mathematics courses to influence secondary teaching: fostering mathematics teachers'“attention to scope”
Most prospective secondary mathematics teachers complete a course in real analysis, yet
view the content as unrelated to their future teaching. We leveraged a theoretically motivated …
view the content as unrelated to their future teaching. We leveraged a theoretically motivated …
Exploring learning difficulties in abstract algebra: The case of group theory
In an earlier contribution to Education Sciences we presented a new concept inventory to
assess students' conceptual understanding of introductory group theory—the CI 2 GT. This …
assess students' conceptual understanding of introductory group theory—the CI 2 GT. This …
Knowledge of nonlocal mathematics for teaching
NH Wasserman - The Journal of Mathematical Behavior, 2018 - Elsevier
The notion of practice-based models for mathematical knowledge for teaching has played a
pivotal role in the conception of teacher knowledge. In this work, teachers' knowledge of …
pivotal role in the conception of teacher knowledge. In this work, teachers' knowledge of …
Making sense of abstract algebra: Exploring secondary teachers' understandings of inverse functions in relation to its group structure
NH Wasserman - Mathematical Thinking and Learning, 2017 - Taylor & Francis
This article draws on semi-structured, task-based interviews to explore secondary
teachers'(N= 7) understandings of inverse functions in relation to abstract algebra. In …
teachers'(N= 7) understandings of inverse functions in relation to abstract algebra. In …
Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function
Prospective secondary mathematics teachers are typically required to take advanced
university mathematics courses. However, many prospective teachers see little value in …
university mathematics courses. However, many prospective teachers see little value in …
Different types of algebraic thinking: an empirical study focusing on middle school students
Central in the frameworks that describe algebra from K-12 is the idea that algebraic thinking
is not a single construct, but consists of several algebraic thinking strands. Validation studies …
is not a single construct, but consists of several algebraic thinking strands. Validation studies …
What group theory can do for you: From magmas to abstract thinking in school mathematics
In this paper, we present a novel concept for an abstract algebra course at the secondary
school level. Against the backdrop of findings from mathematics education research, we …
school level. Against the backdrop of findings from mathematics education research, we …