Teachers’ Pedagogical Indications about The Concept of Function and Its Teaching

This paper examines two aspects of teacher’s pedagogical content knowledge within the function context. The participants were two experienced mathematics teachers. The research employed a qualitative case study using semi-structured interviews as the main source of data. Data was analysed using qualitative methods which included content and discourse analysis methods. The notion of ‘pedagogical content knowledge’ provided a theoretical framework for the study. The research findings indicated that there was no difference between the teachers in diagnosing their students’ diffculties and misconceptions with the function concept and their sources; yet the teachers differed remarkably in proposing pedagogical treatments to help their students overcome these obstacles. Key words : Pedagogical content knowledge, function concept, constant function, inverse functon, piecewise function.