ERIC Number: ED599786
Record Type: Non-Journal
Publication Date: 2014
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
How Students Come to Understand the Domain and Range for the Graphs of Functions
Cho, Peter; Moore-Russo, Deborah
North American Chapter of the International Group for the Psychology of Mathematics Education, Paper presented at the Joint Meeting of the International Group for the Psychology of Mathematics Education (PME) (38th) and the North American Chapter of the Psychology of Mathematics Education (PME-NA) (36th, Vancouver, Canada, Jul 15-20, 2014)
To understand the mathematical concept of function, students must understand certain subconcepts, such as domain and range. Many researchers have studied students' understanding of functions, but no study has focused on how students come to understand the domain and range for the graphs of functions. In this study, we identified four common strategies, two transitional conceptions, and two representational challenges evidenced by students. In general, determining the range was more difficult than determining the domain for the students. [For the complete proceedings, see ED597799.]
Descriptors: Community Colleges, Two Year College Students, College Mathematics, Mathematical Concepts, Graphs, Learning Strategies, Knowledge Level, Misconceptions, Comprehension, Difficulty Level
North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Higher Education; Postsecondary Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A