Proceptual Problem in the Learning of Function Transformation

• In Event: Roundtable Session 52
  In Roundtable Session: Students' Understanding of Functions and Algebra

Abstract

This study investigates students’ ways of using and interpreting symbols in function transformation contexts. From the actor-oriented transfer perspective (Lobato, 2012), we analyze survey data from college classes and semi-structured interviews with preservice teachers to see how students transferred the meanings of symbols from function contexts to function transformation contexts. In particular, students’ conception of function notation f and y is examined from the framework of procept (Gray & Tall, 1994). We conceptualized three stages of understanding f and y across function and function transformation contexts: incomplete to process, process, and procept. The procept level of understanding f and y is proposed as the knowledge that needs to be reorganized from function contexts for understanding function transformation.

Authors

• Hyung Sook Lee, Eastern Washington University

• Jackie Coomes, Eastern Washington University

• Jaehoon Yim, Gyeongin National University of Education