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The concept of function - Critical aspects induced by teaching and textbook

Olteanu, Constanta and Holmqvist, Mona LU orcid (2009) 3rd International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2009 In IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings 2. p.200-205
Abstract

Although students' understanding of the concept of function has been studied by quite a number of researchers internationally, there has not been a lot of research on the subject in Sweden. This paper is an attempt to analyse what the students are offered to learn about the concept of function both in the classroom and in textbooks and what the students actually learn. The presentation is based on data collected while the same object of learning is treated in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. From this perspective a fundamental role of teaching... (More)

Although students' understanding of the concept of function has been studied by quite a number of researchers internationally, there has not been a lot of research on the subject in Sweden. This paper is an attempt to analyse what the students are offered to learn about the concept of function both in the classroom and in textbooks and what the students actually learn. The presentation is based on data collected while the same object of learning is treated in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. From this perspective a fundamental role of teaching is to bring critical aspects of subject matter into focus. The study focuses on what the individual is doing and expressing in relation to the object of learning. The new way of understanding the relation between learning and teaching made it possible to find that some of the critical aspects in students' learning are induced by teaching and textbook exposés. One of these critical aspects is the argument of the function, namely whether it is presented implicitly (y) or explicitly (fix)).

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Please use this url to cite or link to this publication:
author
and
publishing date
type
Chapter in Book/Report/Conference proceeding
publication status
published
subject
keywords
Argument, Dimensions of variation, Experience, Functions, Learning, Teaching, Theory of variation
host publication
IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings
series title
IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings
volume
2
pages
6 pages
publisher
International Institute of Informatics and Systemics
conference name
3rd International Multi-Conference on Society, Cybernetics and Informatics, IMSCI 2009
conference location
Orlando, FL, United States
conference dates
2009-07-10 - 2009-07-13
external identifiers
  • scopus:84896617896
ISBN
1934272795
9781934272794
language
English
LU publication?
no
id
935c8287-60af-4464-8885-58fc9b6d8073
date added to LUP
2023-09-05 14:13:48
date last changed
2023-10-10 16:31:16
@inproceedings{935c8287-60af-4464-8885-58fc9b6d8073,
  abstract     = {{<p>Although students' understanding of the concept of function has been studied by quite a number of researchers internationally, there has not been a lot of research on the subject in Sweden. This paper is an attempt to analyse what the students are offered to learn about the concept of function both in the classroom and in textbooks and what the students actually learn. The presentation is based on data collected while the same object of learning is treated in two classes, and it includes two teachers and 45 students. Among other things, the data consists of video-recordings of lessons and tests. In the analysis, concepts relating to variation theory have been used as analytical tools. From this perspective a fundamental role of teaching is to bring critical aspects of subject matter into focus. The study focuses on what the individual is doing and expressing in relation to the object of learning. The new way of understanding the relation between learning and teaching made it possible to find that some of the critical aspects in students' learning are induced by teaching and textbook exposés. One of these critical aspects is the argument of the function, namely whether it is presented implicitly (y) or explicitly (fix)).</p>}},
  author       = {{Olteanu, Constanta and Holmqvist, Mona}},
  booktitle    = {{IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings}},
  isbn         = {{1934272795}},
  keywords     = {{Argument; Dimensions of variation; Experience; Functions; Learning; Teaching; Theory of variation}},
  language     = {{eng}},
  pages        = {{200--205}},
  publisher    = {{International Institute of Informatics and Systemics}},
  series       = {{IMSCI 2009 - 3rd International Multi-Conference on Society, Cybernetics and Informatics, Proceedings}},
  title        = {{The concept of function - Critical aspects induced by teaching and textbook}},
  volume       = {{2}},
  year         = {{2009}},
}