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ERIC Number: EJ858576
Record Type: Journal
Publication Date: 2009-Oct
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0025-5769
A Function or Not a Function? That Is the Question
Hartter, Beverly J.
Mathematics Teacher, v103 n3 p200-205 Oct 2009
The idea of what it means to understand mathematics has changed throughout history. Throughout, the function concept has remained a central theme. A conceptual understanding of function includes connections among multiple representations: (1) graphical; (2) verbal; (3) numerical; and (4) analytical. The idea of a function as a rule that describes a relationship between changes in the independent and dependent variables is essential to students' conceptual understanding. Analyzing and discussing examples and nonexamples of functions can help address students' misconceptions about the function concept. In this article, the author presents an activity which addresses the verbal representation of functional relationships. (Contains 1 figure.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A