id: 06597755
dt: j
an: 2016d.00744
au: Daher, Wajeeh; Anabousy, Ahlam
ti: Students’ conceptions of function transformation in a dynamic
mathematical environment.
so: Int. J. Math. Teach. Learn. 2015, 30 p. (2015).
py: 2015
pu: Centre for Innovation in Mathematics Teaching (CIMT) at Plymouth
University, Plymouth; Mathematics Education Department at College of
Nyíregyháza, Nyíregyháza
la: EN
cc: I23 U73
ut: functions; function transformation; students’ conceptions; dynamic
geometry software; dynamic mathematical environment
ci:
li: http://www.cimt.plymouth.ac.uk/journal/daher.pdf
ab: Summary: The study of function transformations helps students understand
the function concept which is a basic and main concept in mathematics,
but this study is problematic to school students as well as college
students, especially when transformations are performed on non-basic
functions. The current research tried to facilitate grade 9 students’
learning of these transformations through engaging in exploration
activities by using GeoGebra. Nineteen high achieving grade 9 students
(around 15 years old) participated in 10 lessons (45 minutes each),
where they used GeoGebra to solve exploration activities related to
translations, reflections and stretches. We used the APOS theory to
analyze these students’ understanding and performance of function
transformations. The results of the research indicate that the
participating students differed in their APOS understanding of function
transformations where almost sixty percent were approaching the object
level and the rest were approaching or arrived at the process level.
Furthermore, the participating students held sub-level conceptions of
function transformations; which indicates the continuity of the APOS
levels of mathematical understanding.
rv: