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.
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- Partial requirement for: M.A., Arizona State University, 2014Note typethesis
- Includes bibliographical references (p. 67-68)Note typebibliography
- Field of study: Mathematics