Conceptions of Function in Textbooks from Eighteen Countries: An Empirical Analysis of Middle School Textbooks from the Third International Mathematics and Science Study

 
9783639131475: Conceptions of Function in Textbooks from Eighteen Countries: An Empirical Analysis of Middle School Textbooks from the Third International Mathematics and Science Study
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The concept of function has dramatically changed the landscape of mathematics. Its introduction into school mathematics, however, has proved to be challenging. What might students learn about functions if they were to answer all the functions tasks in their seventh- and eighth-grade textbooks? In 35 textbooks from 18 countries collected by the Third International Mathematics and Science Study (TIMSS), there were five distinct conceptions of function: symbolic-rule, ordered-pair, social-data, physical-phenomena, and controlling-image. Symbolic-rule and ordered-pair were the most frequent. The achievement test items in TIMSS did not appear to address the same conceptions of function as the tasks in the textbooks. The TIMSS test emphasized social-data, physical-phenomena, and controlling-image conceptions over symbolic-rule and ordered-pair conceptions. Some textbooks had tasks that enacted a variety of conceptions of function whereas others only emphasized a few. These conceptions might play an important role in making the concept accessible if they could be used as springboards toward a more flexible understanding of function.

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Dr. Vilma Mesa is assistant professor in the School of Education at the University of Michigan. She studied mathematics and computer sciences at the University of Los Andes in Colombia and pursued graduate studies in mathematics education at the University of Georgia in the USA. She investigates mathematics teaching at the post-secondary level.

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Book Description Condition: New. Publisher/Verlag: VDM Verlag Dr. Müller | An Empirical Analysis of Middle School Textbooks from the Third International Mathematics and Science Study | The concept of function has dramatically changed thelandscape of mathematics. Its introduction intoschool mathematics, however, has proved to bechallenging. What might students learn aboutfunctions if they were to answer all the functionstasks in their seventh- and eighth-grade textbooks? In 35 textbooks from 18 countries collected by theThird International Mathematics and Science Study(TIMSS), there were five distinct conceptions offunction: symbolic-rule, ordered-pair, social-data,physical-phenomena, and controlling-image. Symbolic-rule and ordered-pair were the mostfrequent. The achievement test items in TIMSS did notappear to address the same conceptions of function asthe tasks in the textbooks. The TIMSS test emphasizedsocial-data, physical-phenomena, andcontrolling-image conceptions over symbolic-rule andordered-pair conceptions. Some textbooks had tasksthat enacted a variety of conceptions of functionwhereas others only emphasized a few. Theseconceptions might play an important role in makingthe concept accessible if they could be used asspringboards toward a more flexible understanding offunction. | Format: Paperback | Language/Sprache: english | 200 pp. Seller Inventory # K9783639131475

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Book Description VDM Verlag. Paperback. Condition: New. 200 pages. Dimensions: 8.9in. x 6.0in. x 0.6in.The concept of function has dramatically changed the landscape of mathematics. Its introduction into school mathematics, however, has proved to be challenging. What might students learn about functions if they were to answer all the functions tasks in their seventh- and eighth-grade textbooks In 35 textbooks from 18 countries collected by the Third International Mathematics and Science Study (TIMSS), there were five distinct conceptions of function: symbolic-rule, ordered-pair, social-data, physical-phenomena, and controlling-image. Symbolic-rule and ordered-pair were the most frequent. The achievement test items in TIMSS did not appear to address the same conceptions of function as the tasks in the textbooks. The TIMSS test emphasized social-data, physical-phenomena, and controlling-image conceptions over symbolic-rule and ordered-pair conceptions. Some textbooks had tasks that enacted a variety of conceptions of function whereas others only emphasized a few. These conceptions might play an important role in making the concept accessible if they could be used as springboards toward a more flexible understanding of function. This item ships from multiple locations. Your book may arrive from Roseburg,OR, La Vergne,TN. Paperback. Seller Inventory # 9783639131475

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Book Description VDM Verlag, Germany, 2009. Paperback. Condition: New. Language: English . Brand New Book. The concept of function has dramatically changed the landscape of mathematics. Its introduction into school mathematics, however, has proved to be challenging. What might students learn about functions if they were to answer all the functions tasks in their seventh- and eighth-grade textbooks? In 35 textbooks from 18 countries collected by the Third International Mathematics and Science Study (TIMSS), there were five distinct conceptions of function: symbolic-rule, ordered-pair, social-data, physical-phenomena, and controlling-image. Symbolic-rule and ordered-pair were the most frequent. The achievement test items in TIMSS did not appear to address the same conceptions of function as the tasks in the textbooks. The TIMSS test emphasized social-data, physical-phenomena, and controlling-image conceptions over symbolic-rule and ordered-pair conceptions. Some textbooks had tasks that enacted a variety of conceptions of function whereas others only emphasized a few. These conceptions might play an important role in making the concept accessible if they could be used as springboards toward a more flexible understanding of function. Seller Inventory # KNV9783639131475

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