2010/05/19 by Roza Leikin, Роза Лейкин, Rina Zazkis
Social Sciences · #Educator Training and Historical Pedagogy #Mathematics Education and Teaching Techniques #Science Education and Pedagogy
paper · doi:10.1080/00207391003605189
crossref issued 2010/05/19 · crossref published 2010/05/19 · crossref published-online 2010/05/19 · openalex publication_date 2010/05/19 · crossref created 2010/05/28 · crossref published-print 2010/06/15 · openalex created_date 2025/10/10 · crossref deposited 2026/01/29 · crossref indexed 2026/07/24 · openalex updated_date 2026/07/29
In this article, we demonstrate that prospective teachers’ content knowledge related to defining mathematical concepts is dependent on content area. We use the example of generation (a research tool we developed in a previous study) to investigate prospective teachers’ knowledge. We asked prospective secondary mathematics teachers to provide multiple examples of definitions of concepts from different areas of mathematics. We examined teacher-generated examples of concept definition and analysed individual and collective example spaces, focusing on their correctness and richness. We demonstrate differences in prospective teachers’ knowledge associated with defining mathematical concepts in geometry, algebra and calculus.