Abstract This study investigates what teachers in U.S. reveal about their meanings for function notation in their written responses to the Mathematical Meanings for Teaching secondary mathematics (MMTsm) items, with particular attention to how productive those meanings would be if conveyed to students in a classroom setting. We then report South Korean teachers’ responses to see whether the meanings U.S. teachers demonstrated are shared with South Korean teachers. The results show that many U.S. teachers use function notation to name rules instead of to represent relationships. The data from South Korean teachers indicates that the problematic meanings in U.S. teachers’ responses are shared with a minority of South Korean teachers. The results suggest a need for attention to ideas regarding function notation in teacher education for pre-service teachers and professional development programs for in-service teachers.

中文翻译：

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美国和韩国中学教师对函数符号的意义

摘要 本研究调查了美国教师在对中学数学教学的数学意义 (MMTsm) 项目的书面回答中揭示了他们对函数符号的含义的揭示，特别关注如果在课堂环境中将这些含义传达给学生，将会产生多大的生产力。 . 然后我们报告韩国教师的反应，看看美国教师展示的含义是否与韩国教师共享。结果表明，许多美国教师使用函数符号来命名规则而不是表示关系。来自韩国教师的数据表明，美国教师回答中的问题含义与少数韩国教师相同。