id: 06434134
dt: a
an: 2015c.00780
au: Cho, Peter; Moore-Russo, Deborah
ti: How students come to understand the domain and range for the graphs of
functions.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
2. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-362-3/v.2). 281-288
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: I20 D70
ut: functions; domain; range; graph of a function; students’ understanding of
functions; difficulties
ci:
li:
ab: Summary: 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.
rv: