Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Mervenur Belin, Işıl İşler-Baykal, Gülseren Karagöz Akar
Boğaziçi University
⬇ Download PDFAs part of an intensive year-long multi-case study, in this paper, we investigated a mathematics teacher’s functional approaches and levels of decentering while teaching quadratic functions. We specifically report from the data of three hours of teaching on the introduction to quadratic functions. Results showed that the teacher used correspondence and covariation approaches at four levels of decentering. Importantly, at decentering levels 2 and 3, the covariation approach was the dominant approach in the discourse. In this regard, a relationship was observed between the teacher’s emphasis on functional approaches and the quality of interaction with students. Importantly, this study provided empirical evidence that covariational reasoning is a significant component of teachers’ quality of teaching quadratic functions.
Functional approachesquadratic functionsdecentering