Abstract
A theoretical model is presented for commencing a systematic assessment of students’ intuitions on the mathematical notion of functions. This model considers functions in terms of a three-dimensional block, with specific function settings running along its x-axis, function topics running along its y-axis, and levels of abstraction running along its z-axis. Questionnaire booklets assessing specific notions of a function were written and administered to 127 junior high school students. It was found that high ability students tended toward a graphical approach to the notions, while low ability students were attracted to pictorial and tabular presentations of the notions. The model and its implications are discussed.
Original language | English |
---|---|
Pages (from-to) | 77-85 |
Number of pages | 9 |
Journal | Journal of Experimental Education |
Volume | 52 |
Issue number | 2 |
DOIs | |
State | Published - 1 Jan 1984 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology