Little is known about the overall growth of students’ understanding of functions throughout schooling. We have been identifying the development of students’ understanding of concepts which contribute to understanding functions throughout school in two different curriculum systems: in the UK and in Israel. In this paper we shall present some of the comparative findings and make conjectures about differences.
|Number of pages||6|
|Journal||Proceedings of the British Society for Research into Learning Mathematics|
|State||Published - 14 Jun 2014|