کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
360893 | 1436037 | 2009 | 17 صفحه PDF | دانلود رایگان |
This article describes the development of knowledge and understanding of translations of Jeff, a prospective elementary teacher, during a teaching experiment that also included other rigid transformations. His initial conceptions of translations and other rigid transformations were characterized as undefined motions of a single object. He conceived of transformations as movement and showed no indication about what defines a transformation. The results of the study indicate that the development of his thinking about translations and other rigid transformations followed an order of (1) transformations as undefined motions of a single object, (2) transformations as defined motions of a single object, and (3) transformations as defined motions of all points on the plane. The case of Jeff is part of a bigger study that included four prospective teachers and analyzed their development in understanding of rigid transformations. The other participants also showed a similar evolution.
Journal: The Journal of Mathematical Behavior - Volume 28, Issue 1, March 2009, Pages 41–57