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An Investigation of the Teaching and Learning of Function Inverse

Abstract Based on poor student performance in past studies, the incoherence present in the teaching of inverse functions, and teachers' own accounts of their struggles to teach this topic, it is apparent that the idea of function inverse deserves a closer look and an improved pedagogical approach. This improvement must enhance students' opportunity to construct a meaning for a function's inverse and, out of that meaning, produce ways to define a function's inverse without memorizing some procedure. This paper presents a proposed instructional sequence that promotes reflective abstraction in order to help students develop a process conception of function and further understand the meaning of a function inverse. The instructional seque... (more)
Created Date 2014
Contributor Fowler, Bethany Nicole (Author) / Carlson, Marilyn (Advisor) / Roh, Kyeong (Committee member) / Zandieh, Michelle (Committee member) / Arizona State University (Publisher)
Subject Mathematics education / Mathematics / Function Inverse / Instructional Sequence / Process Conception / Reflective Abstraction
Type Masters Thesis
Extent 75 pages
Language English
Reuse Permissions All Rights Reserved
Note M.A. Mathematics 2014
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis