TY  - JOUR
TT  - Mathematics Teacher Candidates’ Multiple Representation and Conceptual-Procedural Knowledge Level in Definite Integral
AU  - Delice, Ali
AU  - Sevimli, Eyüp
PY  - 2010
DA  - December
JF  - Gaziantep Üniversitesi Sosyal Bilimler Dergisi
JO  - GAUN-JSS
PB  - Gaziantep Üniversitesi
WT  - DergiPark
SN  - 1303-0094
SP  - 581
EP  - 605
VL  - 9
IS  - 3
KW  - Belirli integral
KW  - Kavram-işlem bilgisi
KW  - Çoklu temsiller
N2  - Learning a subject conceptually requires establishing a relationship between the conceptual and the operational knowledge. Definite integral, being one of the topics of the calculus course is where learners face extensive learning difficulties mostly stemming from the lack of the knowledge of multiple representations. It is thought that the conceptual and the operational knowledge that mathematics teacher candidates influences the skill of using multiple representations. The study uses a case study approach which is based on an interpretivist qualitative paradigm. The participants of the study are 45 teacher candidates who are in their second year in the mathematics teacher training program of a state university. The data collection instruments were definite integral competency test, representation preference and transition test, semi structured interviews and document analysis. Findings suggest that algebraic representations are the dominant type in candidates’ solutions of integral problems. Candidates who are successful in terms of conceptual knowledge tend to use the representations more interrelated. Candidates who are successful in terms of operational knowledge tend mostly to use algebraic representations
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UR  - https://dergipark.org.tr/tr/pub/jss/issue//257071
L1  - https://dergipark.org.tr/tr/download/article-file/223450
ER  -