International Electronic Journal of Mathematics Education

The Influence of Teaching on Student Learning: The Notion of Piecewise Function
  • Article Type: Research Article
  • International Electronic Journal of Mathematics Education, 2010 - Volume 5 Issue 3, pp. 146-164
  • Published Online: 12 Dec 2010
  • Article Views: 543 | Article Download: 1041
  • Open Access Full Text (PDF)
AMA 10th edition
In-text citation: (1), (2), (3), etc.
Reference: Bayazit I. The Influence of Teaching on Student Learning: The Notion of Piecewise Function. Int Elect J Math Ed. 2010;5(3), 146-164.
APA 6th edition
In-text citation: (Bayazit, 2010)
Reference: Bayazit, I. (2010). The Influence of Teaching on Student Learning: The Notion of Piecewise Function. International Electronic Journal of Mathematics Education, 5(3), 146-164.
Chicago
In-text citation: (Bayazit, 2010)
Reference: Bayazit, Ibrahim. "The Influence of Teaching on Student Learning: The Notion of Piecewise Function". International Electronic Journal of Mathematics Education 2010 5 no. 3 (2010): 146-164.
Harvard
In-text citation: (Bayazit, 2010)
Reference: Bayazit, I. (2010). The Influence of Teaching on Student Learning: The Notion of Piecewise Function. International Electronic Journal of Mathematics Education, 5(3), pp. 146-164.
MLA
In-text citation: (Bayazit, 2010)
Reference: Bayazit, Ibrahim "The Influence of Teaching on Student Learning: The Notion of Piecewise Function". International Electronic Journal of Mathematics Education, vol. 5, no. 3, 2010, pp. 146-164.
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Bayazit I. The Influence of Teaching on Student Learning: The Notion of Piecewise Function. Int Elect J Math Ed. 2010;5(3):146-4.

Abstract

This paper examines the influence of classroom teaching on student understanding of the piecewise function. The participants were two experienced mathematics teachers and their 9th grade students. Using a theoretical standpoint that emerged from an analysis of APOS theory, the paper illustrates that the teachers differ remarkably in their approaches to the essence of the piecewise function and this, in turn, affects greatly their students‟ understanding of this notion. Action-oriented teaching, which is distinguished by the communication of rules, procedures and factual knowledge, confines students‟ understanding to an action conception of piecewise function. Process-oriented teaching, which priorities the concept and illustrates it across the representations, promotes students‟ understanding towards a process conception of function.

References

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License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.