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Jill Vincent
Melbourne Graduate School of Education, The University of Melbourne
Education Mathematics

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UNDERGRADUATE MATHEMATICS STUDENTS' UNDERSTANDING OF THE CONCEPT OF FUNCTION Caroline Bardini; Robyn Pierce; Jill Vincent; Deborah King
Journal on Mathematics Education Vol 5, No 2 (2014)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (271.994 KB) | DOI: 10.22342/jme.5.2.1495.85-107

Abstract

Concern has been expressed that many commencing undergraduate mathematics students have mastered skills without conceptual understanding. A pilot study carried out at a leading Australian university indicates that a significant number of students, with high tertiary entrance ranks, have very limited understanding of the concept of function, despite the emphasis it receives in the secondary mathematics curriculum. Whilst most students were familiar with families of functions, many were unable to give an appropriate definition or recognize whether a given graph or rule represents a function; and could not make correct connections between function graphs and tables of values.Keywords: Algebra, Functions, Secondary School Mathematics, Undergraduate Mathematics
Co-Authors Caroline Bardini Deborah King Robyn Pierce