Exploring Israeli, English and Australian students' conceptualizations of function

Michal Ayalon, Karina Wilkie

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

    Abstract

    This international comparative study sought insights into students’ development of different conceptions of function from Years 9 to 12 using their written responses to a series of tasks. Forty high-achieving students from each country (ten per year level) were prompted to respond to several fictitious students’ views on what a function is, and then to provide their own definition. The data analysis examined the students’ responses for evidence of students’ meanings for the word ‘function’ as well as dominant and contributing conceptualisations. This paper discusses some of the similarities and differences found between the three cohorts, and shares some initial conjectures about the influences of curriculum and teaching approaches in each country on students’ concept image development.
    Original languageEnglish
    Title of host publicationProceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education
    EditorsBerinderjeet Kaur, Weng Kin Ho, Tin Lam Toh, Ban Heng Choy
    Place of PublicationSingapore
    PublisherInternational Group for the Psychology of Mathematics Education
    Pages121-128
    Number of pages8
    Volume2
    ISBN (Print)9789811137426
    Publication statusPublished - 2017
    EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2017 - National Institute of Education, Singapore, Singapore
    Duration: 17 Jul 201722 Aug 2017
    Conference number: 41st
    http://math.nie.edu.sg/pme41/

    Conference

    ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2017
    Abbreviated titlePME 2017
    Country/TerritorySingapore
    CitySingapore
    Period17/07/1722/08/17
    Internet address

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