Research Information System
33rd Conference of the International-Group-for-the-Psychology-of-Mathematics-Education, Thessaloniki, Greece, 19 - 24 July 2009, vol.2, pp.129-130
This paper examines teachers' selection and resolution of function problems and relates this to their students' understanding of the concept. Focusing on the way in which tasks are presented and resolved, the paper indicates that the models teachers present to students to obtain solutions may lead to two contrasting outcomes. On one hand the teacher's emphasis may confine the students to a limited way of thinking about the core ideas and contribute towards misconceptions. In contrast, a model that emphasizes connections between the ideas and the representations can encourage a conceptually rich knowledge of function and minimizes the occurrence of misconceptions.