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ERIC Number: EJ884136
Record Type: Journal
Publication Date: 2010
Pages: 19
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0020-739X
What Does a Graphical Representation Mean for Students at the Beginning of Function Teaching?
Yavuz, Ilyas
International Journal of Mathematical Education in Science and Technology, v41 n4 p467-485 2010
This study examines how students in the early stages of learning about the concept of functions, describe a curve and, in particular, evaluate the appropriateness of their argument about the representation of a function. Students are offered a message game which is related to a curve drawn on a coordinate system, representing an "imaginary function". In this message game, one half of the class must describe a curve to the other half who will then try to reproduce it as similarly as possible. Data analysis indicates that the idea of the curve that consists of series of points is very effective, while the idea of variation does not exist or is too limited among students at the beginning of learning functions. Thus, the concept of variation is not used as a criterion to describe a curve. More surprisingly, the students are working on the curve as if it was just a picture on a grid regardless of the representation of the function. (Contains 7 figures.)
Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey (Istanbul)