Concept of function and initial teacher education: a systematic literature review
DOI:
https://doi.org/10.22481/praxisedu.v19i50.11393Keywords:
teacher initial education, concept of function, vertical analysis, horizontal analysisAbstract
This article is a systematic literature review aimed at identifying theoretical and methodological aspects of research on the concept of function in initial training education. Following the principles of the Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA), fourteen articles were included as corpus of this systematic literature review based on the theoretical and methodological approaches of research present in the articles. For comparative purposes, a vertical analysis and a horizontal analysis were performed that point to the transition between the multiple representations of the concept of function and the approaches and resources used by future teachers with greater predominance in research. In this regard, the final considerations reveal how the concept of function is characterized by teachers in initial training education, so that there are weaknesses in the construction of their conceptual knowledge, in addition to a gap in the existence of research on this subject in the national territory.
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