Concept Image on Derivative: Case Study of Pre-service Mathematics Teachers
A Prihandhika, D Suryadi, and S Prabawanto

Mathematics Education, Universitas Pendidikan Indonesia

Abstract

This study aims to uncover the zone of difference between the concept image of pre-service mathematics teachers and the formal concept definition of derivative. Concept image explains how the subject provides an interpretation of a concept. While formal concept definition is a concept defined as a form of words used to determine concepts that are accepted or agreed upon by the community of mathematicians in general. The study was conducted with a qualitative method with an interpretive phenomenological approach to explore the experience and knowledge of the subject. Data were obtained through clinical tests and interviews were given to three prospective mathematics teacher students at a university in West Java. Ideally, the concept image formed in the subject^s cognitive structure of a concept must be the same as the existing formal concept definition. However, the results of the study indicate that there are still differences that occur between the concept image of prospective mathematics teacher students and the formal concept definition that causes cognitive conflict in the derivative.

Keywords: Concept Image, Derivative

Topic: Mathematics Education