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2023-12-01

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cc-by (c) Ledezma, Carlos et al., 2023
Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/224792

University teachers’ didactic-mathematical knowledge for teaching the effect of coefficient b on the quadratic function

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https://doi.org/10.29333/ejmste/13864

Abstract

Literature shows a tendency to relegate the role of coefficient b to second place in the teaching of the quadratic function. We report an experience with Chilean university teachers, who designed a teaching and learning sequence with this function for construction engineering students. Our focus was on the didactic-mathematical knowledge about the effects of varying coefficient b on the graphical representation of this function that the participating teachers made evident. We constituted a focus group with 10 teachers and then qualitatively analyzed their dialogues using the mathematics teacher’s didactic-mathematical knowledge and competencies model. We highlight the following results: (a) the importance of mathematical knowledge and that of the epistemic facet to interpret the effect of coefficient b on the graphical representation of the quadratic function and (b) the proposal of an interpretation for the graphical behavior of coefficient b that contributes to the teaching of the quadratic function.

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Professors universitaris, Didàctica de la matemàtica

Subject (English)

College teachers, Mathematics teaching methods

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Articles publicats en revistes (Educació Lingüística, Científica i Matemàtica)

Citation

LEDEZMA, Carlos, et al. University teachers’ didactic-mathematical knowledge for teaching the effect of coefficient b on the quadratic function. Eurasia Journal of Mathematics Science and Technology Education. 2023. Vol. 19, num. 12, pags. em2370. ISSN 1305-8215. [consulted: 12 of August of 2026]. Available at: https://hdl.handle.net/2445/224792

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