Mathematics Education Research Journal

, Volume 11, Issue 2, pp 124–144 | Cite as

Secondary mathematics teachers’ knowledge of slope

  • Sheryl Stump


This study, conducted in the United States, investigated secondary mathematics teachers’ concept definitions, mathematical understanding, and pedagogical content knowledge of slope. Surveys were collected from 18 preservice and 21 inservice teachers; 8 teachers from each group were also interviewed. Geometric ratios dominated teachers’ concept definitions of slope. Problems involving the recognition of parameters, the interpretation of graphs, and rate of change challenged teachers’ thinking. Teachers’ descriptions of classroom instruction included physical situations more often than functional situations. Results suggest that mathematics teacher education programs need to specifically address slope as a fundamental concept, emphasising its connection to the concept of function.


Preservice Teacher Pedagogical Content Knowledge Procedural Knowledge Inservice Teacher Mathematical Understanding 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Mathematics Education Research Group of Australasia Inc. 1999

Authors and Affiliations

  • Sheryl Stump
    • 1
  1. 1.Department of Mathematical SciencesBall State UniversityMuncie

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