#
The Teaching and Learning of Functions: A Website
PROCEEDINGS

## Frank B. Pullano, University of Virginia

Society for Information Technology & Teacher Education International Conference, ISBN 978-1-880094-28-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

## Abstract

One of the most important, if not the most important, unifying ideas throughout all areas of mathematics is that of functions (Dreyfus & Eisenberg, 1983; Eisenberg, 1991). From the day elementary students begin constructing algorithms for addition and subtraction, through graduate level mathematics courses, function ideas saturate the curriculum. Functions have “become one of the fundamental ideas of modern mathematics, permeating virtually all the areas of the subject. Yet...it proves to be one of the most difficult concepts to master” (Eisenberg, 1991, p. 140).

## Citation

Pullano, F.B. (1998). The Teaching and Learning of Functions: A Website. In S. McNeil, J. Price, S. Boger-Mehall, B. Robin & J. Willis (Eds.), Proceedings of SITE 1998--Society for Information Technology & Teacher Education International Conference (pp. 576-579). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE). Retrieved October 14, 2019 from https://www.learntechlib.org/primary/p/47472/.

## References

View References & Citations Map- Ayers, T., Davis, G., Dubinsky, E., & Lewin, P. (1988). Computer Experiences in Learning Composition of Functions. Journal for Research in Mathematics Education, 19(3), 246-259.
- Dreyfus, T., & Eisenberg, T. (1983). The Function Concept in College Students: Linearity, Smoothness and Periodicity. Focus on Learning Problems in Mathematics, 5(3 & 4), 119132.
- Eisenberg, T. (1991). Functions and Associated Learning Difficulties. In D. Tall (Ed.), Advanced Mathematical Thinking (pp. 140-152). Dordrecht, The Netherlands: Kluwer
- Goldenberg, E.P. (1988). Mathematics, Metaphors, and Human Factors: Mathematical, Technical, and Pedagogical Challenges in the Educational Use of Graphical Representation of Functions. Journal of Mathematical Behavior, 7, 135-173.
- Kerslake, D. (1981). Graphs. In K.M. Hart (Ed.), Children’s Understanding of Mathematics (pp. 120-136). London: John
- Lial, M.L., Miller, C.D., & Schneider, D.I. (1990). Algebra and Trigonometry. (5th ed.). Glenview, IL: Scott, Foresman/Little, Brown Higher Education.
- Mokros, J.R., & Tinker, R.F. (1987). The Impact of Microcomputer-Based Labs on Children’s Ability to Interpret Graphs. Journal of Research in Science Teaching, 24(4), 369-383.
- Monk, S. (1992). Students’ Understanding of a Function Given by a Physical Model. In G. Harel & E. Dubinsky (Eds.), The Concept of Function: Aspects of Epistemology and Pedagogy (Vol. 25 MAA Notes, pp. 175-194): MAA.
- Movshovitz-Hadar, N. (1993). A Constructive Transition From Linear to Quadratic Functions. School Science and Mathematics, 93(6), 288-298.
- National Council of Teachers of Mathematics. (1989). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References