Teaching inverse functions at tertiary level. (English)

Ubuz, Behiye (ed.) et al., CERME 8. Proceedings of the eigth congress of the European Society of Research in Mathematics Education, Antalya, Turkey, February 6‒10, 2013. Ankara: Middle East Technical University (ISBN 978-975-429-315-9). 2524-2533 (2013).

Summary: This study is a part of an ongoing research that attempts to explain the relationship between the teachers’ instructional practise and students’ learning in the context of functions and function inverses. The question in this paper is how the use of technology as a pedagogical tool may contribute to the understanding of the inverse function concept. An engineering student group $(n=17)$ was taught functions and inverse functions with the assistance of GeoGebra. In our theoretical framework we apply variation theory together with the theory of concept image and concept definition. The data were gathered by doing a pre and post test concerning inverse functions. Our experiment revealed that students’ concept images in the post test were more developed compared with the results in the pre test.