Eurasia Journal of Mathematics, Science and Technology Education

Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

• Campbell, P. B. (1996). How Would I Handle That? Using Vignettes to Promote Good Math and Science Education. Washington, DC: American Association for the Advancement of Science.
• Ebert, C. L. (1993). An assessment of prospective secondary teachers’ pedagogical content knowledge about functions and graphs. Presented at the annual meeting of the American Educational Research Association, Atlanta, April 1993.
• Even, R. (1992). The inverse function: Prospective teachers’ use of “undoing”. International Journal of Mathematical Education in Science and Technology, 23(4), 557-562. https://doi.org/10.1080/0020739X.1992.10715689
• Graven, M. (2005). Mathematics teacher retention and the role of Identity: Sam’s story. Pythagoras, 2005(61), 2-10. https://doi.org/10.4102/pythagoras.v0i61.116
• Jeffries, C., & Maeder, D. W. (2005). Using vignettes to build and assess teacher understanding of instructional strategies. Professional Educator, 27, 17-28.
• Karahasan, B. (2010). Pre-service secondary mathematics teachers’ pedagogical content knowledge of composite and inverse functions (Doctoral Dissertation), Middle East Technical University, Turkey.
• Knievel, I., Lindmeier, A. M., & Heinze, A. (2015). Beyond knowledge: Measuring primary teachers’ subject-specific competences in and for teaching mathematics with items based on video vignettes. International Journal of Science and Mathematics Education, 13(2), 309-329. https://doi.org/10.1007/s10763-014-9608-z
• Kontorovich, I. (2017). Students’ confusions with reciprocal and inverse functions. International Journal of Mathematical Education in Science and Technology, 48(2), 278-284. https://doi.org/10.1080/0020739X.2016.1223361
• Lim, K. H. (2016). Fostering algebraic understanding through math magic. Mathematics Teacher, 110(2), 110-118. https://doi.org/10.5951/mathteacher.110.2.0110
• Moomaw, S. (2011). Teaching Mathematics in Early Childhood. Brookes Publishing Company.
• Ohanian, R. (1990). Construction and validation of a measure celebrity endorsers’ perceived expertise, trustworthiness, and attractiveness. Journal of advertising, 19(3), 39-52. https://doi.org/10.1080/00913367.1990.10673191
• Paoletti, T. (2020). Reasoning about relationships between quantities to reorganize inverse function meanings: The case of Arya. The Journal of Mathematical Behavior, 57, 100741. https://doi.org/10.1016/j.jmathb.2019.100741
• Stecher, B., Le, V. N., Hamilton, L., Ryan, G., Robyn, A., & Lockwood, J. R. (2006). Using structured classroom vignettes to measure instructional practices in mathematics. Educational evaluation and policy analysis, 28(2), 101-130. https://doi.org/10.3102/01623737028002101
• Tasar, M. F. (2006). Probing Preservice Teachers’ Understandings of Scientific Knowledge by Using a Vignette in Conjunction with A Paper and Pencil Test. Eurasia Journal of Mathematics, Science and Technology Education, 2(1), 53-70. https://doi.org/10.12973/ejmste/75438
• Wasserman, N. H. (2017). Making sence of abstract algebra: Exploring secondary teachers’ understanding of inverse functions in relation to its group structure. International Journal of Mathematical Education in Science and Technology, 19(3), 181-201. https://doi.org/10.1080/10986065.2017.1328635
• Weber, K., Mejía-Ramos, J. P., Fukawa-Connelly, T., & Wasserman, N. (2020). Connecting the learning of advanced mathematics with the teaching of secondary mathematics: Inverse functions, domain restrictions, and the arcsine function. The Journal of Mathematical Behavior, 57, 100752. https://doi.org/10.1016/j.jmathb.2019.100752

APA

Sintema, E. J., & Marban, J. M. (2021). Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1930. https://doi.org/10.29333/ejmste/9378

Vancouver

Sintema EJ, Marban JM. Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes. EURASIA J Math Sci Tech Ed. 2021;17(1):em1930. https://doi.org/10.29333/ejmste/9378

AMA

Sintema EJ, Marban JM. Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes. EURASIA J Math Sci Tech Ed. 2021;17(1), em1930. https://doi.org/10.29333/ejmste/9378

Chicago

Sintema, Edgar John, and José M Marban. "Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 1 (2021): em1930. https://doi.org/10.29333/ejmste/9378

Harvard

Sintema, E. J., and Marban, J. M. (2021). Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes. Eurasia Journal of Mathematics, Science and Technology Education, 17(1), em1930. https://doi.org/10.29333/ejmste/9378

MLA

Sintema, Edgar John et al. "Pre-service Teachers’ Knowledge of Identifying and Clearing Pupils’ Misconceptions about Inverse and Composite Functions via Vignettes". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 1, 2021, em1930. https://doi.org/10.29333/ejmste/9378