Past research has shown that students have difficulty developing a robust conception of function. However, little prior research has been performed dealing with student knowledge of function composition, a potentially powerful mathematical concept. This dissertation reports the results of an investigation into student understanding and use of function composition, set against the backdrop of a precalculus class that emphasized quantification and covariational reasoning.
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- Partial requirement for: Ph. D., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 186-189)Note typebibliography
- Field of study: Mathematics