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ERIC Number: ED392425
Record Type: Non-Journal
Publication Date: 1995
Pages: 8
Abstractor: N/A
Reference Count: N/A
Mental Imagery in the Teaching of Functions.
DiBiase, Julie; Eisenberg, Michael
Few would argue that students struggle with understanding and representing functions. There are many theories on why the abstraction of mathematical processes poses such cognitive difficulty, but so far functional programming is most often taught in a manner that discourages the use of visual intuition. The paper, by contrast, describes a curriculum for students ages 9 to 15 that addresses the concept of higher-order functions by means of multi-modal imagery building. It discusses the mathematical importance of higher-order functions, outlines the motivation behind the curriculum, and offers a case study of a fifth-grade girl learning functional arguments via computer. (Contains 24 references.) (Author/BEW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A