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EXAMINING THE EFFECT OF INSTRUCTION IN THE CONCEPTUAL UNDERSTANDING OF FUNCTIONS IN PRE-CALCULUS STUDENTS.

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Title: EXAMINING THE EFFECT OF INSTRUCTION IN THE CONCEPTUAL UNDERSTANDING OF FUNCTIONS IN PRE-CALCULUS STUDENTS.
Authors: Adhikari, Keshab Raj1 kradhika@syr.edu, Graysay, Duane1 dtgraysa@syr.edu
Source: Conference Papers -- Psychology of Mathematics & Education of North America. 11/14/2019, p967-971. 5p.
Subject Terms: *Concept learning, *STEM education, Precalculus, Mathematical functions, Inverse functions
Abstract: Understanding of the function concept is essential for students’ success in calculus and in STEM-oriented careers. This brief report shares a small part of findings examining relationships between the teaching of inverse functions in a classroom and students’ learning of the concept as displayed in their response to the Function Concept Inventory (O’Shea et al., 2016). [ABSTRACT FROM AUTHOR]
Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Conference
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  Data: EXAMINING THE EFFECT OF INSTRUCTION IN THE CONCEPTUAL UNDERSTANDING OF FUNCTIONS IN PRE-CALCULUS STUDENTS.
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  Data: Understanding of the function concept is essential for students’ success in calculus and in STEM-oriented careers. This brief report shares a small part of findings examining relationships between the teaching of inverse functions in a classroom and students’ learning of the concept as displayed in their response to the Function Concept Inventory (O’Shea et al., 2016). [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Conference Papers -- Psychology of Mathematics & Education of North America is the property of Psychology of Mathematics & Education of North America and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Type: general
      – SubjectFull: STEM education
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      – SubjectFull: Precalculus
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      – SubjectFull: Mathematical functions
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      – TitleFull: EXAMINING THE EFFECT OF INSTRUCTION IN THE CONCEPTUAL UNDERSTANDING OF FUNCTIONS IN PRE-CALCULUS STUDENTS.
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              Text: 11/14/2019
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