Abstract
This study aimed to evaluate mathematics teacher candidates’ performance on conceptual and algorithmic questions in the subject of functions. The current study was a case study. The participants of the study were thirty-four undergraduate students in third year in college. The data of the study were collected through a performance test including four open questions (two of conceptual, two of algorithmic). The results of the study indicated that students were more successful on the conceptual questions than the algorithmic questions. Students’ performance on conceptual questions might be contributed to greater motivation and preparation.
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