19. MAKING SENSE OF INVERSES: PRESERVICE TEACHERS' INVERSE STRATEGIES AND MEANINGS

• In Event: POSTER GROUP 2

Description

Researchers have argued that students and teachers construct unproductive inverse function meanings. We used semi-structured task-based clinical interviews to understand further students’ inverse meanings. We interviewed 25 students using an interview protocol that consisted of decontextualized and contextualized tasks including analytical (e.g., equation) or graphical representations. We illustrate the students held compartmentalized meanings for inverse function dependent on the function and/or representation. An important finding is the extent students focused on carrying out a particular activity (e.g., switching x and y); to most students, carrying out a particular activity dependent on representation and context was their meaning for inverse.

Authors

• Irma Emma Stevens, University of Georgia

• Kevin R. LaForest, University of Georgia

• Natalie Hobson, University of Georgia

• Teo Paoletti, Montclair State University

• Kevin C. Moore, University of Georgia