期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2015
卷号：11
期号：6
页码：1379-1397
DOI：10.12973/eurasia.2015.1396a
出版社：Pamukkale Univ Dept Sci Education
摘要：Using multiple representations of a problemcan reveal the relationship between complex concepts by expressing the samemathematical condition differently and can contribute to the meaningfullearning of mathematical concepts. The purpose of this study is to assess theperformances of mathematics teacher-candidates on trigonometry problemsrepresented in different formats and to examine the reasons for test failures.This study uses a mixed-method approach and consists of 51 teacher-candidatesenrolled in the Department of Mathematics Education at a state university. Thedata collection tools were a symbolic trigonometry test, a visual trigonometrytest, and a verbal trigonometry test. Interviews were conducted with theteacher-candidates to reveal the reasons of their failures and the advantagesand disadvantages of each representation style for the trigonometry problems.This study found that the teacher-candidates were most successful on thesymbolic test and least successful on the verbal test. The teacher-candidatesstated that seeing different representation forms helped them to understand thequestions better and produce multiple solutions.
