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：2019
卷号：15
期号：12
页码：1-8
DOI：10.29333/ejmste/105480
出版社：Pamukkale Univ Dept Sci Education
摘要：This paper aims to explore how three secondary school teachers make sense of
multiplication based on their conceptions of multiplication. The framework of
supportive and problematic conceptions in making sense of mathematics proposed by
Chin (2013) is exemplified in this study. Initially, data were collected through a survey
assessment that consists of a set of mathematical tasks. Then follow-up interviews were
conducted with these participants. Three secondary school teachers (Jessica, Sarah and
Claire – pseudonyms) participated in this study. Findings revealed that the changes of
meanings in multiplication have impacted the sense-making of Sarah and Claire. On
the other hand, Jessica who sensed these mathematical changes could talk about
multiplication sensibly.
关键词：changes of meanings; multiplication; supportive conceptions; problematic;
conceptions; sense-making
