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Zusatztext "...very valuable as a source book that gives access to much literature and many projects and research questions....All researchers on the graphical representations of functions will find the book a valuable source book for their research."—Journal of Research in Mathematics Education"...the editors of this book have collected nine articles and two reactions all written by prominent researchers in the area of function....The book offers an in-depth look at a current issue in mathematics education. Aimed at researchers! it contains important information for classroom teachers and policy makers on how students learn..."—School Science & Mathematics Informationen zum Autor Thomas P. Carpenter, Thomas A. Romberg, Elizabeth Fennema Klappentext This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed. Zusammenfassung This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed. Inhaltsverzeichnis Contents: T.A. Romberg, T.P. Carpenter, E. Fennema, Toward a Common Research Perspective. Part I: Content. F. Demana, H.L. Schoen, B. Waits, Graphing in the K-12 Curriculum: The Impact of the Graphing Calculator. M. Yerushalmy, J.L. Schwartz, Seizing the Opportunity to Make Algebra Mathematically and Pedagogically Interesting. J. Moschkovich, A.H. Schoenfeld, A. Arcavi, Aspects of Understanding: On Multiple Perspectives and Representations of Linear Relations and Connections Among Them. Part II: Student Thinking. S. Dugdale, Functions and Graphs -- Perspectives on Student Thinking. Part III: Teaching Thinking. T.J. Cooney, M.R. Wilson, Teachers' Thinking About Functions: Historical and Research Perspectives. Part IV: Teacher Knowledge. F.A. Norman, Integrating Research on Teachers' Knowledge of Functions and Their Grap...
