A Function or Not a Function? That Is the Question

Autor/in	Hartter, Beverly J.
Titel	A Function or Not a Function? That Is the Question
Quelle	In: Mathematics Teacher, 103 (2009) 3, S.200-205 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Concept Formation; Misconceptions; Mathematics; Algebra; Mathematical Formulas; Mathematics Teachers + Suchen Sie Ihr Suchwort? Concept learning; Begriffsbildung; Missverständnis; Mathematik; Mathematische Formel; Mathematics; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	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.) (ERIC).
Anmerkungen	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: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10