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- W104583903 abstract "This paper reports analysis of the concept maps of the understanding of function developed in secondary school constructed by seven experienced secondary mathematics teachers who were part of a larger study. The concept maps were analysed according to (a) key notions related to the definition of function, (b) process or object view of function, and (c) identification of the importance of working within and across representations. The findings suggest a teaching emphasis that might not be supportive of students developing a deep understanding of functions. This paper presents part of a larger study involving teachers and Years 9-11 students of mathematics in six Victorian schools. The teachers were participants in a three year research project involving the use of technology in the teaching and learning of mathematics for the development of deeper understanding (see http://extranet.edfac .unimelb.edu.au/DSME/RITEMATHS/). The focus here is related to answering the following research question: What allows teachers to perceive particular affordances of technology-rich teaching and learning environments (TRTLE’s) and act on these to develop student understandings of functions and the development of higher order thinking? (see Brown, 2005, for details). One method of data collection related to addressing this question involved asking the teacher participants in the study to create a concept map." @default.
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- W104583903 date "2009-01-01" @default.
- W104583903 modified "2023-09-22" @default.
- W104583903 title "Concept Maps :Implications for the Teaching of Function for Secondary School Students" @default.
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