Despite a plethora of research about misconceptions and the teaching of functions, little is known about the overall growth of students’ understanding of functions throughout schooling. We aim to map 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. The research uses a survey instrument that was developed in collaboration with a group of teachers.
|Number of pages||6|
|Journal||Proceedings of the British Society for Research into Learning Mathematics|
|State||Published - 2 Jun 2013|