ERIC Number: ED489728
Record Type: Non-Journal
Publication Date: 2004-Jul
Correspondences, Functions and Assignation Rules
Downs, M.; Mamona-Downs, J.
International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18, 2004
In this paper we put forward a theoretical position that, in cognitive terms, a differentiation should be made between a correspondence and a function. Important in understanding this difference is the role of an assignation rule; the correspondence acts as a way to identify a rule in context, whilst the function accommodates the rule in a more formal framework providing a secure base for argumentation. This perspective is used to interpret some students' behavior in a task where the identification of a particular relationship is crucial for its solution. [For complete proceedings, see ED489632.]
Descriptors: Mathematics Instruction, College Students, Mathematics, Mathematical Concepts, Problem Solving
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A