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1
Lambertus, Amanda Jane. "Students' understanding of the function concept concept images and concept definitions /." NCSU, 2007. http://www.lib.ncsu.edu/theses/available/etd-03152007-101317/.
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The purpose of the study is to examine students? understanding of the function concept by examining their concept images and concept definition when the students are introduced to function concept through a formal definition and informal approach. The participants were traditional college students enrolled in Intermediate Algebra at a large university in the southeast region of the United States. The students completed a questionnaire that asked them to identify functions and non-functions, mentally construct functions from verbal statements, and provide a definition for the function concept. The questionnaires were analyzed for correct answers, justifications related to the identification of a function or non-function, and the accuracy of the definitions provided. Often students do not possess concept definitions that match their concept images.
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Viirman, Olov. "The function concept and university mathematics teaching." Doctoral thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31205.
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This thesis concerns the teaching of mathematics at university level, with a particular focus on the teaching of the function concept. The main aim of the thesis is describing and analysing the teaching practices of university mathematics teachers regarding the function concept, and how this concept is constituted through these practices. To this end, video recordings of lectures by seven mathematics teachers at three Swedish universities were analysed using a discursive perspective, Sfard’s commognitive framework. The observed teaching was traditional in form, with teachers using “chalk talk” – simultaneously talking and writing on the board. The results show that the teaching practices of the teachers belong to two distinct but intertwined discourses – a mathematical discourse, and a discourse of mathematics teaching. Classifications of important aspects of these discourses are presented, and it is found that the teachers’ discursive practices, while sharing overall form, still display considerable differences. Other results include an analysis of the levels of objectification displayed by the teachers in their discursive constitution of the function concept. The study contributes to a small but growing body of empirical research on university mathematics teaching practice.
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Akkoç, Hatice. "Students' understanding of the core concept of function." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/4053/.
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This thesis is concerned with students' understanding of the core concept of function which cannot be represented by what is commonly called the multiple representations of functions. The function topic is taught to be the central idea of the whole of mathematics. In that sense, it is a model of mathematical simplicity. At the same time it has a richness and has mathematical complexity. Because of this nature, for students it is so difficult to grasp. The complexity of the function concept reveals itself as cognitive complications for weak students. This thesis investigates why the function concept is so difficult for students. In the Turkish context, students in high school are introduced to a colloquial definition and are presented with four different aspects of functions, set-correspondence diagrams, sets of ordered pairs, graphs and expressions. The coherency in recognizing these different aspects of functions by focusing on the definitional properties is considered as an indication of an understanding of the core concept of function. Focusing on a sample of a hundred and fourteen students, their responses in the questionnaires are considered to select nine students for individual interviews. The responses from these nine students in the interviews are categorized as they deal with different aspects of functions. The data indicates that there is a spectrum of performance of students. In this spectrum, responses range from the responses which handle the flexibility of the mathematical simplicity and complexity to the responses which are cognitively complicated. Successful students could focus on the definitional properties by using the colloquial definition for all different aspects of functions. Less successful students could use the colloquial definition for only set-correspondence diagrams and sets of ordered pairs and gave complicated responses for the graphs and expressions. Weaker students could not focus on the definitional properties for any aspect of functions.
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Reed, Beverly M. "THE EFFECTS OF STUDYING THE HISTORY OF THE CONCEPT OF FUNCTION ON STUDENT UNDERSTANDING OF THE CONCEPT." Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1195713522.
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Becker, Barbara A. Otto Albert D. "The concept of function misconceptions and remediation at the collegiate level /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203039.
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Thesis (D.A.)--Illinois State University, 1991.Title from title page screen, viewed December 16, 2005. Dissertation Committee: Albert D. Otto (chair), John Dossey, Lotus Hershberger, Michael Plantholt, Gary Ramseyer, Beverly Rich. Includes bibliographical references (leaves 131-135) and abstract. Also available in print.
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Hansson, Örjan. "Preservice teachers' views on the concept of function : a study including the utilization of concept maps." Licentiate thesis, Kristianstad University College, Department of Mathematics and Science, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6025.
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Hansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps /." Luleå, 2004. http://epubl.luth.se/1402-1757/2004/49.
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Hansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps." Licentiate thesis, Luleå tekniska universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26416.
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The thesis consists of an overview of the subject, where in particular three papers are put into a frame. The overview part consists of: an introduction, a short description of some related research and theoretical framework, a summary of papers I-III and the concluding discussion. The thesis considers preservice teachers' view of the concept of function. It is primarily conducted during the concluding courses in mathematics of a teacher preparation program in mathematics and science, grades 4 to 9. Some of the findings show that a more developed conceptual knowledge of functions, as an object with a set of properties and an understanding of the function concept's network of relations and significance in mathematics, is not prominent in the preservice teachers' view upon functions as it appears in the study. This could mean that they as inservice teachers do not sufficiently promote the concept of function, or functional thinking, in their teaching. Furthermore, the concept maps give the impression that the preservice teachers' knowledge structures tend to be compartmentalized, including the knowledge structures representing the concept of function, thus preventing preservice teachers from building a conceptual framework rich of meaningful connections. A consequence could be that the preservice teachers become less flexible in their way of reasoning about concepts, and are only able to offer a more limited range of teaching strategies regarding different concepts and their relations to functions, as inservice teachers.Godkänd; 2004; 20070131 (ysko)
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Knight, Kelvin James Nicholas. "The myth of functional representation : neo-corporatism, guild socialism, citizenship and the concept of function." Thesis, London School of Economics and Political Science (University of London), 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392616.
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This dissertation is concerned with criticizing the conventional concept of functional representation, and with outlining an alternative concept. The conventional concept of functional representation is criticized for the theoretical inadequacy of its constituent concept of social function, which -derives from apolitical and holistic assumptions. The alternative concept of functional representation is constituted in terms of purposeful associational action within plural societies. Part I includes a critique of neo-corporatist uses of the concept of functional representation, exploring works by Samuel Beer, Alan Cawson, and Charles Anderson. Part II includes a critique of various guild socialist uses of the concept of function elaborated by S. G. Hobson, G. D. H. Cole, R. H. Tawney, and, in particular, Ramiro de Maeztu. Part III outlines a model of functional membership of a purposeful association, using citizenship and the state as its subjects, in the process of which works by Lawrence Mead and certain English philosophical idealists are criticized. An Appendix summarizes some uses of the concept of function in international relations theory.
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Hansson, Örjan. "Studying the views of preservice teachers on the concept of function." Doctoral thesis, Högskolan Kristianstad, Institutionen för matematik och naturvetenskap, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6608.
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This thesis consists of an overview of the subject, where in particular five papers are put into a frame. The research conducted for the thesis concerns the views of preservice teachers on the concept of function. Preservice teachers’ conceptions of the function concept are in particular examined in relation to mathematical statements that can be related to different topics on a variety of levels in mathematics; in this research, concept mapping technique is a research tool of interest. Questions concerning preservice teachers’ conceptions of the significance of functions in mathematics, and the presence of functions in school mathematics, are also considered relevant aspects of their views of functions. The final part of the research study includes an intervention study regarding the concept of function, located to a calculus course as one of the concluding courses in mathematics on the educational programme. There is a range of findings from the study that is summarized and further discussed in the overview part of the thesis. One result, is that preservice teachers in their reasoning show signs of knowledge compartmentalization which is an issue of concern in their development of conceptual frameworks rich in meaningful connections. This might have consequences for their abilities to operate in a constructivist environment and reason with their students from different points of view. The function concepts’ large network of relations to other concepts is frequently omitted in the preservice teachers’ reasoning. One reason for this is that to preservice teachers, properties of functions seem to be results of isolated procedures, associated with operational conceptions rather than structural conceptions of functions. The findings imply that preservice teachers should encounter functions in a variety of context, to develop their views of the concept of function – including frameworks rich of meaningful relations – and realize that the concept of function is one of the underlying concepts of mathematics, and an important concept to introduce to their future students. The preservice teachers’ reflections concerning functions in school mathematics contribute to emphasize the significance of the process of transformation of subject matter knowledge to pedagogical content knowledge. Further results of the research study, and an outline of the implications, are included in the concluding discussion of the overview part of the thesis. The preservice teachers participating in the study are enrolled in a four and a half year teacher preparation program in mathematics and science, grades 4 to 9. The five papers included in the thesis, describe parts of a larger study essentially conducted until the sixth term during the concluding mathematics courses of the program.
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Hansson, Örjan. "Studying the views of preservice teachers on the concept of function /." Luleå : Department of Mathematics, Luleå University of Technology, 2006. http://epubl.ltu.se/1402-1544/2006/22/.
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Berawi, Mohammed Ali. "Distinguishing concept types in function models during the act of innovation." Thesis, Oxford Brookes University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432698.
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Gustafsson, Ulf. "Ventricular rotation and the rotation axis : a new concept in cardiac function." Doctoral thesis, Umeå universitet, Medicin, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37187.
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Background: The twisting motion of the left ventricle (LV), with clockwise rotation at the base and counter clockwise rotation at the apex during systole, is a vital part of LV function. Even though LV rotation has been studied for decades, the rotation pattern has not been described in detail. By the introduction of speckle tracking echocardiography measuring rotation has become easy of access. However, the axis around which the LV rotates has never before been assessed. The aims of this thesis were to describe the rotation pattern of the LV in detail (study I), to assess RV apical rotation (study II), develop a method to assess the rotation axis (study III) and finally to study the effect of regional ischemia to the rotation pattern of the LV (study IV). Methods: Healthy humans were examined in study I-III and the final study populations were 40 (60±14 years), 14 (62±11 years) and 39 (57±16 years) subjects, respectively. In study IV six young pigs (32-40kg) were studied. Standard echocardiographic examinations were performed. In study IV the images were recorded before and 4 minutes after occlusion of left anterior descending coronary artery (LAD). Rotation was measured in short axis images by using a speckle tracking software. By development of custom software, the rotation axis of the LV was calculated at different levels in every image frame throughout the cardiac cycle. Results: Study I showed significant difference in rotation between basal and apical rotations, as well as significant differences between segments at basal and mid ventricular levels. The rotation pattern of the LV was associated with different phases of the cardiac cycle. Study II found significant difference in rotation between the LV and the RV. RV rotation was heterogeneous and bi-directional, creating a ´tightening belt action´ to reduce it circumference. Study III indicated that the new method could assess the rotation axis of the LV. The motion of the rotation axes in healthy humans displayed a physiological and consistent pattern. Study IV found a significant difference in the rotation pattern, between baseline and after LAD occlusion, by measuring the rotation axes, but not by conventional measurements of rotation. AV-plane displacement and wall motion score (WMS) were also significantly changed after inducing regional ischemia. Conclusion: There are normally large regional differences in LV rotation, which can be associated anatomy, activation pattern and cardiac phases, indicating its importance to LV function. In difference to the LV, the RV did not show any functional rotation. However, its heterogeneous circumferential motion could still be of importance to RV function and may in part be the result of ventricular interaction. The rotation axis of the LV can now be assessed by development of a new method, which gives a unique view of the rotation pattern. The quality measurements and results in healthy humans indicate that it has a potential clinical implication in identifying pathological rotation. This was supported by the experimental study showing that the rotation axis was more sensitive than traditional measurements of rotation and as sensitive as AV-plane displacement and WMS in detecting regional myocardial dysfunction.
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Dziuba, Edmund. "The function of the concept 'humanum' in the soteriology of Edward Schillebeeckx." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.
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Tyreman, Stephen John. "The concept of function in osteopathy and conventional medicine : a comparative study." Thesis, Open University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368805.
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Cunningham, Timothy Wayne 1968. "Chains of function delivery : a role for product architecture in concept design." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/10074.
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Varshney, Nicole Memorice. "The effects of prior knowledge on concept learning : an issue of function compatibility." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24044.
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This study examines how prior knowledge influences future learning. Although it has been established that prior knowledge does have a strong impact on later learning, it is not clear how this effect manifests itself. Previous research suggests that one way to examine the effects of knowledge on learning is to compare subtasking, that is, dividing a task into subsets, to unstructured learning, or learning "all-at-once". Neural network simulations using the cascade-correlation learning algorithm predict that subtasking facilitates learning when it involves learning a function that is compatible (i.e., logically consistent) with the rest of the task, and hinders learning when it involves learning a function that is incompatible with the rest of the task (Tetewsky, Shultz, & Takane, 1995). Two experiments were conducted to test these predictions using a concept learning task, measuring the number of trials required for participants to correctly classify 16 stimuli, consisting of key images defined by four binary dimensions, into two groups based on a relationship between the stimulus dimensions that was either simple or complex. The results indicated that the simple subtasking condition provides a good example of the effects of function compatibility, in that depending on what regularity participants extract in the first subset, learning of the rest of the task is facilitated or hindered as compared to all-at-once learning. The complex condition shows that some participants extracted a function in the first subset that was compatible with the rest of the task, thus facilitating learning as compared to all-at-once learning. However, for other participants, the knowledge acquired in subtasking is inaccessible in later learning. These findings provide evidence for the psychological validity of the simulations. Implications to part-whole transfer and applications in concept learning research are discussed.
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Cardoso, Luciano Carvalho [UNIFESP]. "Linguagem e verdade: uma análise da lógica de Frege." Universidade Federal de São Paulo (UNIFESP), 2014. http://repositorio.unifesp.br/handle/11600/39266.
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Em “Sobre o Sentido e a Referência”, Frege anuncia uma ruptura com seus trabalhos anteriores, notadamente a Conceitografia, na qual ele havia assumido que a igualdade era referente aos nomes e sinais representativos dos objetos. Como consequência dessa negação, Frege apresenta a estrutura de Sentido e Referência, como alternativa às possibilidades anteriormente apresentadas. Em decorrência dessa ruptura, a dimensão da filosofia analítica desenvolvida por Frege se amplia, revelando um complexo sistema no qual o verdadeiro se torna o ponto fundamental. Mostramos que, no processo de reformulação do significado do verdadeiro, Frege diferencia, ainda nos Fundamentos da Aritmética, o domínio do campo objetivo efetivo do campo objetivo não-efetivo, espaço lógico no qual as leis do ser verdadeiro encontram lugar como referência para as proposições que expressam o pensamento analítico. Visamos demonstrar que, partindo dessa fundamentação inicial, o autor almeja estabelecer uma conexão ontológica entre o pensamento e as leis do ser verdadeiro, o que lhe permite distinguir, em “Sobre o Sentido e Referência”, o pensamento que expressa uma representação ou ideia, pertencente ao domínio subjetivo, do pensamento que expressa as leis do ser verdadeiro, e que podem ser transmitidas em gerações, por pertencerem ao domínio objetivo não-efetivo. Buscamos estabelecer uma conexão entre essas diretrizes e a concepção de pensamento fregiano, justificando a composição deste como sendo uma estrutura que atende ao princípio de saturação, que não se articula na forma sujeito/predicado e que, para poder atender à necessidade lógica de passar do sentido para a referência e ser nomeado como o verdadeiro, se articula com a lógica extensional e, em um sentido ainda mais intrínseco, com uma lógica da existência, que surge como a estrutura basilar na qual se fundamenta o juízo, e sem o qual não poderia haver a validação ontológica do pensamento analítico de Frege.
In “On Sense and Reference”, Frege announces a break with his previous works, notably Ideography, in which he had assumed that equality was referring to the names and signals representative of the objects. As a result of this denial, Frege presents the structure of Sense and Reference, as an alternative to possibilities previously presented. Due to this break, the dimension of analytic philosophy developed by Frege expands, revealing a complex system in which the true becomes the key point. We show that, in the process of recasting the meaning of true, Frege differentiates, still in the Foundations of Arithmetic, the domain of effective objective field of the noneffective objective field , the logical space in which the laws of true being has a place as a reference to the propositions expressing analytical thinking. We aim to demonstrate that, based on this initial foundation, the author aims to establish an ontological connection between the thought and the laws of true being, allowing him to distinguish, in “On Sense and Reference”, the thought that expresses an idea or representation, belonging to subjective realm, of thought which expresses the laws of true being, and that can be transmitted in generations, because they belong to the non-effective objective field. We strive to establish a connection between these guidelines and the conception of fregian thought, justifying the composition of this as being a structure that follows the principle of saturation, which is not articulated in the form subject / predicate, and that in order to meet the logical necessity of moving beyond of sense to reference and be named as the true, articulates with the extensional logic and, in a more intrinsic meaning , with a logic of existence that emerges as the framework in which the judgment is based , and without which it could not be the ontological validation of analytical thinking Frege.
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Nyikahadzoyi, Maroni Runesu. "Prospective Zimbabwean "A" level mathematics teacher's knowledge of the concept of a function." Thesis, University of the Western Cape, 2006. http://hdl.handle.net/11394/1833.
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Philosophiae Doctor - PhDThe purpose of the study was to investigate prospective 'A' level mathematics teachers’ knowledge of the concept of a function. The study was a case study of six prospective Zimbabwean teachers who were majoring in mathematics with the intention of completing a programme leading to certification as secondary mathematics teachers. At the time of the study the six prospective teachers were in their final year of study. Prospective teachers' knowledge of the concept of a function was assessed through task-based interviews and reflective interviews. These interviews, which were done over a period of three months, were structured to capture the prospective teachers' subject matter knowledge and pedagogical content knowledge for teaching the concept of a function. The interviews were also meant to capture the prospective teachers' underlining pedagogical reasons for their choices of the examples, representations and teaching approaches when planning to teach the concept. As part of the study a theoretical framework for understanding prospective teachers' knowledge of the concept of a function was developed. The framework, which was developed, was used as an analytical tool in analyzing prospective teacher’s knowledge of the concept of a function. The results of the study indicated that the prospective teachers had a process conception of a function although some of them had given a set-theoretic definition of a function in which a function is perceived as a mathematical object. They also confined the notion of a function to sets of real numbers. Functions defined on other mathematical objects (for example, the differential operator and the determinant function) were not considered as functions by five of the six prospective teachers.
South Africa
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Keepers, Jerry K. Dossey John A. "The effect of a CAS on the development of student understanding of the function concept in a precalculus course." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603517.
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Thesis (D.A.)--Illinois State University, 1995.Title from title page screen, viewed May 2, 2006. Dissertation Committee: John Dossey (chair), Ronald Halinski, Lotus Hershberger, Thomas Shilgalis. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.
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Foster, Jack Warren. "Development and implementation of a response-function concept for spent nuclear fuel cask analysis." Thesis, Georgia Institute of Technology, 1993. http://hdl.handle.net/1853/17275.
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Adams, Thomasenia Lott. "The effects of graphing calculators and a model for conceptual change on community college algebra students' concept of function." Gainesville, FL, 1993. http://www.archive.org/details/effectsofgraphin00adam.
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Costa, Acylena Coelho. "Conhecimentos de estudantes universitários sobre o conceito de função." Pontifícia Universidade Católica de São Paulo, 2004. https://tede2.pucsp.br/handle/handle/11158.
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The present thesis concerns to a study of diagnosis character, which intention was to investigate the knowledge of universitary students about the function concept. The data analysis was based in Tall and Vinner theory about image and definition concepts constituted in the formation of the student scientific thought. It was analyzed the knowledge of eight students of the Mathematics course, who study at Universidade do Estado do Pará, enrolled in the discipline Calculo I. The data, obtained by the application of a questionary and by carrying out some interventions, were compared with others of similar researches (national and international ones). It was indicated that there were elements compounding image and definition concepts of researched subjects about function concept, which were not coherently related to the formal concept and with some similarity with those of the subjects investigated in the other researches
O presente trabalho apresenta um estudo de caráter diagnóstico, cujo intuito foi investigar conhecimentos de estudantes universitários sobre o conceito de função. A análise dos dados norteou-se pela teoria de Tall e Vinner sobre conceitos imagem e definição constituídos na formação do pensamento científico do estudante. Foram analisados os conhecimentos de oito estudantes do curso de Licenciatura em Matemática de uma Universidade pública do Estado do Pará, que cursavam a disciplina Cálculo I. Os dados foram obtidos pela aplicação de um questionário e realização de intervenções e foram confrontados com os de pesquisas similares (nacionais e internacionais). Houve indicações de que havia elementos compondo os conceitos imagem e definição dos sujeitos pesquisados sobre o conceito de função, não coerentemente relacionados ao formal e, com alguma similaridade com os dos sujeitos investigados nas outras pesquisas
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Ronda, Erlina R., and res cand@acu edu au. "A Framework of Growth Points in Students’ Developing Understanding of Function." Australian Catholic University. Trescowthick School of Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp55.29082005.
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This research developed a framework describing students’ developing understanding of function. The research started with the problem: How might typical learning paths of secondary school students’ developing understanding of function be described and assessed? The following principles and research questions guided the development of the framework. Principle 1. The framework should be research-based. Principle 2. The framework should include key aspects of the function concept. Principle 3. The framework should be in a form that would enable teachers to assess and monitor students’ developing understanding of this concept. Principle 4. The framework should reflect students’ big ideas or growth points which describe students’ key cognitive strategies, knowledge and skills in working with function tasks. Principle 5. The framework should reflect typical learning trajectories or a general trend of the growth points in students’ developing understanding of function. The following questions guided the development of the framework of growth points: 1. What are the growth points in students’ developing understanding of function? 2. What information on students’ understanding of function is revealed in the course of developing the framework of growth points that would be potentially useful for teachers? The framework considered four key domains of the function concept: Graphs, Equations, Linking Representations and Equivalent Functions. Students’ understanding of function in each of these domains was described in terms of growth points. Growth points are descriptions of students’ “big ideas”. The description of each growth point highlights students’ developing conceptual understanding rather than merely procedural understanding of a mathematical concept. For example, growth points in students’ understanding of function under Equations were: 1) interpretations based on individual points; 2) interpretations based on holistic analysis of relationships; 3) interpretations based on local properties; and, 4) manipulations and transformations of functions (in equation form) as objects. he growth points in each domain are more or less ordered according to the likelihood that these “big ideas” would emerge. o identify and describe these growth points, Year 8, 9 and 10 students in Australia and the Philippines were given tasks involving function that would highlight thinking in terms of the process-object conception and the property-oriented conception of function. Students’ performance on these tasks and their strategies served as bases for the identification and description of the growth points. he research approach was interpretive and exploratory during the initial stages of analysis. The research then moved to a quantitative approach to identify typical patterns across the growth points, before returning to an interpretive phase in refining the growth points in the light of these data. The main data were collected from students in the Philippines largely through two written tests. Interviews with a sample of students also provided insights into students’ strategies and interpretations of tasks. he research outputs, the research-based framework and the assessment tasks, have the potential to provide teachers with a structure through which they can assess and develop students’ growth in the understanding of function, and their own understanding of the function concept.
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Unver, Emel. "Analysis Of Analogy Use On Function Concept In The Ninth Grade Mathematics Textbook And Classrooms." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/3/12611356/index.pdf.
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ABSTRACT
ANALYSIS OF ANALOGY USE ON FUNCTION CONCEPT IN THE NINTH GRADE MATHEMATICS TEXTBOOK AND CLASSROOMS
Ünver, Emel M.S., Department of Secondary Science and Mathematics Education Supervisor: Assoc.Prof. Dr Behiye UBUZ December 2009, 64 pages The primary objective of the current study was to examine how analogies are used on function concept in the ninth grade mathematics textbook and classrooms. Using qualitative research procedure comprising textbook analysis and classroom observations, a picture was developed of how analogies used on function concept in ninth grade mathematics textbook and classrooms. One mathematics textbook, the primary source for observed classes was selected and analyzed for the study. Chapter entitled as &ldquo
functions&rdquo
in the selected textbook was closely examined for use of analogies therein. Subtitles of the chapter used in the analysis were identified according to the subtitles taught in observed classes. Moreover, the data were obtained from the observation of two teachers&rsquo
9th grade mathematics clasess during the 7-week data collection period. Totally, twenty-five lessons were videorecorded. Having determined which comparisons would be counted as analogies, each of the textbook and classroom analogies was classified according to an analogy classification framework including eight criteria, modified from that of Thiele and Treagust&rsquo
s (1994). Analysis of the textbook suggested that all the analogies were enriched and functional, majority of them presented in both verbal and pictorial formats, most of them were advance organizers or post-synthesizers and some of them were embedded activators. However, none of them was explained completely and contained any limitations. On the other side, analysis of classroom analogies revealed that nearly all the analogies were functional, enriched or extended presented verbally as embedded activators, and all of them explained absolutely without any stated limitations.
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Raja-aho, Maarit, and Ellinor Bernhardsson. "Att förlåta eller inte, det är frågan : Om förlåtelsens och icke-förlåtelsens funktioner." Thesis, Mälardalens högskola, Akademin för hälsa, vård och välfärd, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38414.
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Förlåtelse anses ibland som den enda lösningen för sårade eller kränkta känslor och icke-förlåtelse anses betyda att man fortsätter med grubblerier och hämndbegär. Syftet med studien var att studera förlåtelsens och icke-förlåtelsens funktioner, upplevelser och samband med empati. Trettio respondenter från Sverige, Finland och Frankrike svarade skriftligt eller muntligt på intervjufrågor om förlåtelse och eller icke-förlåtelse. Intervjuerna meningskoncentrerades och analyserades med tematisk analys och resultatet visade att både förlåtelse och icke-förlåtelse kan ha positiva men olika funktioner för individer. Situationen och vem som skulle förlåtas är avgörande faktorer för när det är förlåtelse eller icke- förlåtelse som är det optimala för t ex. självkänslan. Förlåtelse och icke-förlåtelse visade sig vara motsatser till varandra endast i två bemärkelser, när det gäller empatiska känslor och fortsatt kontakt. Studien kan komma till nytta inom arbeten där man bemöter individer som har upplevt svåra kränkningar.
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Pettersson, Annika. "Grafisk och algebraisk representation : Gymnasieelevers förståelse av linjära funktioner." Licentiate thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41777.
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This thesis concerns upper secondary students’ understanding of algebraic and graphic representation of linear functions. Components of the students’ concept images, so-called ‘concept elements’, were studied as a way to capture their understanding. Four aspects affect the graphical view of a linear function, namely the parameter k, the parameter m, the scale of the coordinate axes and the domain of the function. Concerning the scale of the coordinate axis, there is a need to distinguish between two kinds of slope. When the scale of x-axis is changed, the k-value of the function, the so-called analytic slope, is constant but the visual slope changes. The tasks were designed so that three aspects were held constant in each task and one was varied. The study is qualitative and consists of two sub- studies. In the first, six students worked with two tasks involving the parameters k and m in the dynamic software GeoGebra. In the second, eight students were interviewed about a task concerning functions with different domains. Both studies also involved a task concerning the aspect of slope in a non-homogeneous coordinate system (a system with different scales on the axes). The results indicate three main findings: Firstly, students displayed difficulties in distinguishing between analytic and visual slope. Secondly, the word ‘start value’ can lead to conceptual problems when there is no visible intercept between the graphical representation of the function and the y-axis. Thirdly, the students displayed almost no concept elements in relation to the domain of a function.Denna licentiatuppsats behandlar gymnasieelevers förståelse av linjära funktioners algebraiska och grafiska representation. Delar av elevers begreppsbilder, kallade begreppselement, har studerats som en metod att fånga deras förståelse. Fyra aspekter påverkar den grafiska representationen av en linjär funktionens algebraiska representation . Dessa aspekter är: parametern k, parametern m, skalan på koordinatsystemets axlar och funktionens definitionsmängd. Studien är kvalitativ och består av två delstudier. I första delen arbetade tre par elever med uppgifter som rör parametrarna k och m. I andra delen intervjuades åtta elever om uppgifter som behandlar linjära funktioner med olika definitionsmängder. Båda delstudierna innehöll en uppgift som berör aspekten lutning i ett inhomogent koordinatsystem (ett system med olika skalor på axlarna). När skalan på x-axeln förändras är funktionens k-värde, så kallad analytisk lutning, konstant medan den visuella lutningen förändras. Studiens viktigaste resultat: 1) Elever visar svårigheter att särskilja analytisk och visuell lutning. 2) Ordet startvärde kan leda till konceptuella problem när synlig skärningspunkt på y-axeln saknas. 3) Eleverna visade i stort sett inte några begreppselement i relation till definitionsmängd.
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Feuerbacher, Erica Nan. "Natural concepts in the domestic dog." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12123/.
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The current study investigated concept formation in domestic dogs, specifically that of a toy concept. The dog's differential responding (retrieval vs. non-retrieval) to two sets of stimuli suggested a toy concept. Differential responding occurred from the very first trial, indicating that the concept had been formed in the natural environment, not during the experiment. It was hypothesized that a common response may be responsible for the emergence of the class in the natural environment. The results demonstrated that it was possible to expand the class by adding previously non-retrieved objects to the toy class through a common response. It was also shown that the toy concept passed the more stringent criterion (transfer of function test) required validating it as a concept.
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MendonÃa, Adriana Ferreira. "SequÃncia Fedathi na formaÃÃo docente: o conceito de funÃÃo." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=19279.
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FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoO objetivo deste trabalho foi verificar se a proposta SequÃncia Fedathi contribui para o ensino do conceito matemÃtico de funÃÃo. Os participantes desta pesquisa foram professores de uma escola da rede pÃblica que fizeram uma formaÃÃo para apreenderem os fundamentos da proposta. Especificamente identificou-se as concepÃÃes docentes acerca deste conceito, contribuindo com sua (re)construÃÃo, discutiu-se elementos histÃricos e epistemolÃgicos e, ainda, analisou-se as mudanÃas na prÃtica docente apÃs a formaÃÃo continuada. A escolha da SequÃncia Fedathi foi associada à sua finalidade de orientar as aÃÃes docentes no processo de elaboraÃÃo e planejamento de aulas e, ainda, porque tem uma conexÃo muito forte com o ensino de conceitos ao valorizar a resoluÃÃo de problemas, a investigaÃÃo, generalizaÃÃo e formalizaÃÃo. As produÃÃes Andrade (2011), Fontenele (2013), Sousa (2015), Pinheiro (2016), Borges Neto (2013, 2017) fazem parte de nosso referencial acerca da proposta Fedathi, enquanto Descartes (1989), Kleiner (1989), Davis e Hersh (1986), Fischbein (2002) Ãvila (2010) compÃem a referencial sobre a intuiÃÃo e a formalizaÃÃo de conceitos. Metodologicamente, esta pesquisa empregou os princÃpios da etnometodologia com suporte na pesquisa participante que permitiu a interaÃÃo do pesquisador com os participantes da pesquisa, flexibilidade para mudanÃas de percurso devido Ãs visÃes dos sujeitos e Ãnfase no processo. Os resultados apontam para mudanÃas significativas nas atitudes dos professores que consideraram que a proposta Fedathi contribui no ensino do conceito de funÃÃo e que pode ser utilizada em contextos diversos propiciando uma aula mais dinÃmica, com a participaÃÃo ativa dos alunos.
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Rodriguez, Cutilla Pedro. "Application of mass spectrometry and proteomics to study kidney function : the concept of renal intracrine regulation." Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.407149.
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Vanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: Interrelationships of Cognition, Function, Self-Concept, Personal and Interpersonal Relationships." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/7445.
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Vanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: Interrelationships of Cognition, Function, Self-Concept, Personal and Interpersonal Relationships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7446.
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Kotte, Jens, Carsten Schmeichel, Adrian Zlocki, Hauke Gathmann, and Lutz Eckstein. "Concept of an enhanced V2X pedestrian collision avoidance system with a cost function–based pedestrian model." Taylor & Francis, 2017. https://publish.fid-move.qucosa.de/id/qucosa%3A72238.
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Objective: State-of-the-art collision avoidance and collision mitigation systems predict the behavior of pedestrians based on trivial models that assume a constant acceleration or velocity. New sources of sensor information—for example, smart devices such as smartphones, tablets, smartwatches, etc.—can support enhanced pedestrian behavior models. The objective of this article is the development and implementation of a V2Xpedestrian collision avoidance system that uses new information sources.
Methods: A literature review of existing state-of-the-art pedestrian collision avoidance systems, pedestrian behavior models in advanced driver assistance systems (ADAS), and traffic simulations is conducted together with an analysis of existing studies on typical pedestrian patterns in traffic. Based on this analysis, possible parameters for predicting pedestrian behavior were investigated. The results led to new requirements from which a concept was developed and implemented.
Results: The analysis of typical pedestrian behavior patterns in traffic situations showed the complexity of predicting pedestrian behavior. Requirements for an improved behavior prediction were derived. A concept for a V2X collision avoidance system, based on a cost function that predicts pedestrian near future presence, and its implementation is presented. The concept presented considers several challenges such as information privacy, inaccuracies of the localization, and inaccuracies of the prediction.
Conclusion: A concept for an enhanced V2X pedestrian collision avoidance system was developed and introduced. The concept uses new information sources such as smart devices to improve the prediction of the pedestrian's presence in the near future and considers challenges that come along with the usage of these information sources.
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Agnell, Emma. "Terminology and function hybridity : A functionalist approach to the translation of an art history book." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-56717.
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This essay discusses two aspects of the retention of pragmatic text functions in translation. The functionalist approach that was used focuses on achieving congruence between the author’s intended function and the perception of the reader, i.e., the target text’s actual function. The first aim was to examine whether a focus on text functions can be beneficial when translating terminology. The second aim was to investigate if a functionalist approach can be used to assure that all functions are retained for instances where the source text encompasses more than one pragmatic function. For the purposes of this study, two excerpts from Fritz Eichenberg’s art history book The Art of the Print were translated. Individual terms as well as instances where the source text segment contained one than more pragmatic function were then analyzed with the above mentioned aims in mind. It was found that a functionalist approach, in combination with a conceptual approach to terminology, was beneficial when translating terminology. It was also observed that the surrounding co-text aided in the understanding of the author’s concept. In regard to the second aim, it was found that while a functionalist approach assured that the translator was made aware of the existing functions, the translation procedures suggested were too narrow and static to be applicable to all segments.
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Vanhook, Patricia McKenzie. "Comeback of Appalachian Female Stroke Survivors: The Interrelationships of Cognition, Function, Self-Concept, Interpersonal, and Social Relationships." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etd/2246.
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The purpose of this descriptive correlational study was to examine the comeback phase of the Trajectory of Chronic Illness Management for Appalachian women stroke survivors. This study predicted comeback as a relationship between physical healing, biographical reengagement, and psychological coming to terms that was mediated by rehabilitation.
The concepts were evaluated through investigation of function and cognitive abilities, self-assessment of recovery, health rating, ability to control life, relationship changes, physical and mental health, and limitations of activities due to poor physical or mental health. Data were collected using, the Stroke Impact Scale (3.0) (Duncan, Bode, Lia, & Perera, 2003), the Relationship Change Scale (Guerney, 1971), and the Health-Related-Quality-of-Life-4 Scale (Morarity, Zack, & Kobau, 2003). Descriptive statistics summarized patient characteristics. Continuous variables were analyzed using bivariate relationships expressed as Pearson correlation coefficients. The difference between groups (stroke severity and stroke type) and measurement variables were analyzed using independent ttest and ANOVA. Multiple linear regressions were completed to evaluate simultaneous effects of the independent variables.
Forty-six English-speaking, Caucasian women ages 40-78 who had experienced stroke at least 1 year prior to enrollment and were independently living in their home environment participated. The mean age was 57 years with survivorship ranging from 1 to 36 years. Function and cognition scores were similar to the established test range for the SIS V 3.0. Women with moderate ischemic stroke scored statistically higher for recovery score (p
Study findings suggest comeback can be predicted by the theoretical propositions of the Trajectory Theory of Chronic Illness Management: physical healing, biographical reengagement, and psychologically coming to terms (Corbin & Strauss, 1991). A strong relationship exists among the phases representative of comeback, while rehabilitation procedures and interpersonal relationships demonstrated only modest significance.
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Vanhook, Patricia M. "Comeback of Appalachian Female Stroke Survivors: The Interrelationships of Cognition, Function, Self-Concept, Interpersonal, and Social Relationships." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7437.
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Brady, Lori Ann. "Application of the Herschel-Quincke Tube Concept to Higher-Order Acoustic Modes in Two-Dimensional Ducts." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/31479.
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The application of the Hershcel-Quincke (HQ) tube as a noise reduction device for one-dimensional plane-wave sound fields has been studied in great detail in previous years. In this thesis, an analytical technique is developed to investigate the potential of the HQ tube concept to control higher-order duct modes. This analytical method involves modeling the tube-duct interfaces as finite piston sources, which couple the acoustic field inside the main duct with the acoustic field within the HQ tube(s). The acoustic field within the HQ tube is modeled as plane-waves and the acoustic field within the main duct is modeled by expanding the sound field in terms of the higher-order modes. This model is then used to investigate the noise reduction mechanisms behind the attenuation of higher-order modes. These mechanisms involve both the reflection of the incident wave as well as the reconstruction and recombination of the modal content of the incident disturbance into other modes. The effects of the modal content of the disturbance along with the HQ tube geometric parameters, such as tube axial position, length, distance between interfaces, and cross-sectional area, are studied with respect to the frequencies of attenuation and the reduction obtained. These results show the potential of the Herschel-Quincke tube concept to reduce higher-order modes in ducts.Master of Science
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Farouj, Younes. "Structured anisotropic sparsity priors for non-parametric function estimation." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSEI123/document.
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Le problème d'estimer une fonction de plusieurs variables à partir d'une observation corrompue surgit dans de nombreux domaines d'ingénierie. Par exemple, en imagerie médicale cette tâche a attiré une attention particulière et a, même, motivé l'introduction de nouveaux concepts qui ont trouvé des applications dans de nombreux autres domaines. Cet intérêt est principalement du au fait que l'analyse des données médicales est souvent effectuée dans des conditions difficiles car on doit faire face au bruit, au faible contraste et aux transformations indésirables inhérents aux systèmes d'acquisition. D'autre part , le concept de parcimonie a eu un fort impact sur la reconstruction et la restauration d'images au cours des deux dernières décennies. La parcimonie stipule que certains signaux et images ont des représentations impliquant seulement quelques coefficients non nuls. Cela est avéré être vérifiable dans de nombreux problèmes pratiques. La thèse introduit de nouvelles constructions d'a priori de parcimonie dans le cas des ondelettes et de la variation totale. Ces constructions utilisent une notion d'anisotopie généralisée qui permet de regrouper des variables ayant des comportements similaires : ces comportement peuvent peut être liée à la régularité de la fonction, au sens physique des variables ou bien au modèle d'observation. Nous utilisons ces constructions pour l'estimation non-paramétriques de fonctions. Dans le cas des ondelettes, nous montrons l'optimalité de l'approche sur les espaces fonctionnelles habituels avant de présenter quelques exemples d’applications en débruitage de séquences d'images, de données spectrales et hyper-spectrales, écoulements incompressibles ou encore des images ultrasonores. En suite, nous modélisons un problème déconvolution de données d'imagerie par résonance magnétique fonctionnelle comme un problème de minimisation faisant apparaître un a priori de variation totale structuré en espace-temps. Nous adaptons une généralisation de l'éclatement explicite-implicite pour trouver une solution au problème de minimisationThe problem of estimating a multivariate function from corrupted observations arises throughout many areas of engineering. For instance, in the particular field of medical signal and image processing, this task has attracted special attention and even triggered new concepts and notions that have found applications in many other fields. This interest is mainly due to the fact that the medical data analysis pipeline is often carried out in challenging conditions, since one has to deal with noise, low contrast and undesirable transformations operated by acquisition systems. On the other hand, the concept of sparsity had a tremendous impact on data reconstruction and restoration in the last two decades. Sparsity stipulates that some signals and images have representations involving only a few non-zero coefficients. The present PhD dissertation introduces new constructions of sparsity priors for wavelets and total variation. These construction harness notions of generalized anisotropy that enables grouping variables into sub-sets having similar behaviour; this behaviour can be related to the regularity of the unknown function, the physical meaning of the variables or the observation model. We use these constructions for non-parametric estimation of multivariate functions. In the case of wavelet thresholding, we show the optimality of the procedure over usual functional spaces before presenting some applications on denoising of image sequence, spectral and hyperspectral data, incompressible flows and ultrasound images. Afterwards, we study the problem of retrieving activity patterns from functional Magnetic Resonance Imaging data without incorporating priors on the timing, durations and atlas-based spatial structure of the activation. We model this challenge as a spatio-temporal deconvolution problem. We propose the corresponding variational formulation and we adapt the generalized forward-backward splitting algorithm to solve it
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Kittane, Santusht Vasuki, and Preetham Harinath. "An evasive manoeuvre assist function for over-reactive drivers." Thesis, KTH, Fordonsdynamik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-243293.
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Previous studies have shown that many drivers are unable to provide the right amount of steering torque when facing an imminent collision with an upcoming obstacle. In some cases, drivers under-react i.e., they provide too low steering inputs and thus collide with the obstacle in front; in other cases, drivers might apply a higher steering input than necessary, potentially resulting in the vehicle leaving the road or losing stability. The EMA function is an active safety feature which has the sole objective of providing steering torque interference when performing such a manoeuvre. The motivation for the thesis work is to overcome some limitations of the existing MA function which does not incorporate the ability to differentiate driver reactions. In this thesis, an Evasive Manoeuvre Assist (EMA) function is designed to adapt to both types of the drivers, by an optimised steering torque overlay. The existing current EMA function is always amplifying the driver steering inputs using a feed-forward controller. The focus of this thesis work is to identify and dene a proper steering sequence reference model for closed-loop feedback control design. A simple single-point preview model is designed first to calculate the reference steering angle. A few test scenarios are set-up using the IPG CarMakerTMsimulation tool. The reference model is then tuned with respect to the amplitude and frequency by batch simulations to obtain the optimal steering prole. A feedback controller is then designed using this reference model. The controller is implemented in a real-time environment, using a Volvo rapid-prototype test vehicle. Preliminary variation tests have shown that the developed controller can enhance both an over-reacting and under-reacting driver's performance during an evasive manoeuvre, by applying assistance/resistance EPAS torque timely. The designed EMA function is shown to accommodate different driver reactions and provide intuitive torque interference. As opposed to the earlier notion that the EMA function only assists the driver with an additional steering wheel torque, it was shown that the optimal steering torque overlay might be in the form of assistance or resistance.
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Nkomo, Dion, and Mbulungeni Madiba. "The compilation of multilingual concept literacy glossaries at the University of Cape Town: a lexicographical function theoretical approach." Lexikos, 2011. http://hdl.handle.net/10962/67548.
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Publisher versionThis article proposes a lexicographical approach to the compilation of multilingual concept literacy glossaries which may play a very important role in supporting students at institutions of higher education. In order to support concept literacy, especially for students for whom English is not the native language, a number of universities in South Africa are compiling multilingual glossaries through which the use of languages other than English may be employed as auxiliary media. Terminologies in languages other than English are developed by translating English terms or coining new terms in these languages to exploit the native language competence of most students. The glossary project at the University of Cape Town (UCT) which was conceived under the auspices of the Multilingualism Education Project (MEP) is discussed. It is shown that the UCT glossaries are compiled using methods consistent with those employed in modern lexicography or proffered in lexicographical theory. The lexicographical function theory is specifically used to account for the glossaries and their production. It is suggested that modern lexicography can provide useful guidance for the production of glossaries, given that the earliest glossaries constitute the humble beginnings of lexicography.
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Leão, Alex Sandro Gomes. "METODOLOGIA DE RESOLUÇÃO DE PROBLEMAS: ENSINO E APRENDIZAGEM DE FUNÇÕES NO ENSINO FUNDAMENTAL." Universidade Franciscana, 2009. http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/172.
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This paper has as an aim the invstigation about the possibilities that Problem Resolution methodology offers to the teaching and learning process of the function concepts in an elementary school eighth grade group. The justification is supported on the fact of adopting a methodology of teaching which is able to offer to students a contact with day-by-day problems, allowing the development of resolution, interpretation and analysis of the results obtained. The research has been developed with a qualitative and quantitative approach, based on data collected through an interactive observation of the activities proposed, as well as the documents produced by the students. Having as basis the theoretical presuppositions that characterize the concept of image and the concept of definition, on particular reflections and on the research goals, the data analysis has been established. This analysis enabled to prove that the Problem Resolution methodology has enabled the comprehension of the concepts of functions and its properties, as well as the skill development of problem resolution. Through analysis it was also possible to realize a change in the students‟ attitude during the investigation. The work has arisen interest and motivation to the study of functions. It is also possible to conclude that group work strategy has allowed the creation of a discussion, reflection and argumentation environment, that is, it has generated a favorable environment to Math learning.
Este trabalho tem como foco a investigação sobre as possibilidades que a metodologia de Resolução de Problemas oferece ao processo de ensino e aprendizagem dos conceitos de funções em uma turma de oitava série do ensino fundamental. A justificativa sustenta-se no fato de poder adotar uma metodologia de ensino capaz de oferecer aos alunos o contato com problemas do dia a dia, possibilitando o desenvolvimento de capacidade de resolução, de análise e interpretação dos resultados obtidos. A pesquisa foi desenvolvida com uma abordagem qualitativa e quantitativa , com base em dados coletados por meio da observação participante das atividades propostas e dos documentos produzidos pelos alunos.Tendo como base os pressupostos teóricos que caracterizam o conceito imagem e conceito definição, em reflexões próprias e nos objetivos da pesquisa estabeleceu-se a análise dos dados. Por essa análise pôde-se comprovar que a metodologia de Resolução de Problemas possibilitou a compreensão dos conceitos de funções e de suas propriedades, bem como o desenvolvimento de habilidades de resolução de problemas.Com a análise percebeu-se também mudanças de atitudes dos alunos durante a investigação, que tinha despertado o interesse e motivação para estudar o conteúdo de funções. Pode-se concluir também que a estratégia proposta de trabalhar em grupo, permitiu a criação de um ambiente de discussão, reflexão e argumentação, ou seja, gerou um ambiente favorável à aprendizagem da matemática.
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Masebe, Tshidiso Phanuel. "The influence of an inductive teaching approach on the learning of the concept functions in grade 11 / by Tshidiso Phanuel Masebe." Thesis, North-West University, 2009. http://hdl.handle.net/10394/5086.
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The study presents a pragmatic evaluation of the influence of inductive teaching on grade 11 learners in two high schools in Tshwane West District in the Gauteng province in a form of pseudo experiment complemented with a qualitative investigation. The study focussed on the influence of inductive teaching on the nature of conceptualisation of and the learning achievement with regard to functions in Grade 11. A model adopted by O'Callaghan that identifies and applies the four competencies of modelling a function, interpreting a function, translating and reifying a function proved to be relevant for the investigation and hence was adapted for the study.
The methodology used included data collection through pretest-posttest control group experimental design complemented with unstructured interviews. The verification of the reliability of research instruments and data analysis was done with the assistance of the Northwest University (Potchefstroom Campus) Statistical Consultation Services and through identification of common perceptions and experiences of participants. The results of the study did indicate positive influence of inductive teaching on the nature and quality of conceptual learning of the function concept.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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Cochran, Kyle M. "Math and math-in-school changes in the treatment of the function concept in twentieth century secondary algebra textbooks /." College Park, Md. : University of Maryland, 2008. http://hdl.handle.net/1903/8235.
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Thesis (M.A.) -- University of Maryland, College Park, 2008.Thesis research directed by: Dept. of Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Buck, Dave. "Explaining age-related problem-solving differences on concept identification problems as a function of problem content, strategies, and stereotypes." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1165.
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Thesis (Ph. D.)--West Virginia University, 1999.Title from document title page. Document formatted into pages; contains vi, 86 p. : ill. (some col.) Vita. Includes abstract. Includes bibliographical references (p. 62-65).
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Geyer, Xanthe Amanda. "Correction, addition and deletion : memory and its function in creating "visual narratives" (and identity) in photographic art." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002198.
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With this dissertation I propose to investigate critical theories dealing with memory and its role in photography. The function of memory is a well discussed and analysed topic within the ambit of historical research. Drawing from theoretical texts by critical theorists, namely, Roland Barthes, Annette Kuhn and Marianne Hirsch, I will critically address the function of memory in the understanding of photography; particularly how photographs have the ability to construct our identity in terms of history and narrative. I will study the content of memory in relation to visual images, focusing on what is remembered, what is suppressed, and finally, what is transformed when viewing an image. By doing so, I will consider whether or not still photographs have the ability to construct the past in a narrative form that is intrinsic to its medium. This consideration will be undertaken with specific reference to the works of contemporary South African artist Lien Botha. Special attention will be directed to her series of work entitled Amendment (2006), a series which permits me in turn, to deal with issues pertaining to memory and “visual narrative” which I have explored in my own professional art practice namely, Memory Boxes, Back Stories, Faces of You and Me, Memories Re-layered and Ghostly Remnants.
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Fransson, Jonas. ""F av x är väl egentligen y?" : En studie om gymnasieelevers förståelse för funktionsbegreppet och dess representationer." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-26715.
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Syftet med denna undersökning har varit att studera gymnasieelevers förståelse för funktionsbegreppet.Den teoretiska utgångspunkten har varit att studera elevernas förmåga att växla mellanolika representationsformer och studera deras förståelse för relationen mellan de olika representationerna.Elevernas förmåga att resonera har också varit en väsentlig del och därför har forskningenkring matematiskt resonemang också varit en viktig del i arbetet. För att nå ett resultat har treklasser på gymnasiet fått skriva ett test konstruerat för att svara mot uppsatsens syfte. Utövertestet intervjuades tre av eleverna för att det skulle finnas möjlighet att fånga elevernas förmågaatt resonera. Resultatet kom att visa att vissa elever har svårt att utföra växlingar mellan vissaolika representationer, men mellan andra är det betydligt enklare. Det framkom att eleverna varskolade i ett algoritmiskt tänkande, och att eleverna hade svårt att resonera fritt och kreativt kringfunktionsbegreppet, samt att eleverna hade svårt att skilja de närliggande begreppen ekvation ochfunktion.The aim with this thesis has been to study Swedish high school students’ comprehension for theconcept of a function. The theoretical starting point has been to study the students’ ability tochange between different forms of representations of a function and study their comprehensionfor the relation between the different representations. The students’ ability to use mathematicalreasoning has also been a crucial part for the thesis, and therefore research on mathematicalreasoning has also been an important part. Three high school classes were given a test, whichsought to test their ability to change between different forms of representation. In addition to thetest three students were interviewed, so that the students’ ability to reason would be possible toanalyze. The results came to show that some students have difficulties to change between someof the representations but between others it’s far easier for them. The results also showed thatthe students were trained in algorithmically thinking, and that it was difficult to reason creativelyabout the concept of a function. The students also had trouble separating a function from therelated concept of equations.
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Saidah, Edouard. "The role of the graphing calculator in teaching and learning of the concept of function : observations in a mathematics classroom." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ54289.pdf.
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Gillespie, Betty Lynn. "Stress and the feminine self-concept : responses to feminine and gender-neutral stressors as a function of feminine self-evaluation /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-02052007-072446/.
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Nordqvist, Petter. "System order and function in urban sanitation governance : Exploring the concept of polycentric systems in the city of Kampala, Uganda." Thesis, Stockholms universitet, Stockholm Resilience Centre, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-94965.
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Sanitation provision can in many low-income countries be regarded as a complex collective action problem, and is often managed through complex actor constellations. The theory of ‘polycentric order’ has been proposed for the governance of such constellations, describing ordered systems of interacting but autonomous actors. However, empirical data is largely lacking on how this concept can be applied to contribute to governance analysis in low-economy contexts. This paper uses polycentric systems theory to combine a broad assessment of system order with an evaluation of functional aspects associated with polycentricity. The theories are tested against a case study of the sanitation planning and implementation system of Kampala, Uganda, where responsibilities are split between multi-level authorities, NGOs, private sector actors and local landlords. Interviews with sector representatives indicate a system which is largely polycentric, but also to some extent lacks the essential aspect of common and enforced rules. While the diverse set of actors do show adaptive capacity, the analysis exemplifies how this capacity may give sub-optimal or even counteractive solutions if not matched by relevant incentive mechanisms at each level. Furthermore, the actor diversity is found to give enhanced capacity and sometimes function as a flexible ‘safety net’ in service provision, but also risk giving adverse effects in terms of equity and distribution. While some of these outlined problems may be alleviated by well-designed institutions, others are expected to come at a trade-off between flexibility and stability in actor roles. Conclusively, this study gives an empirical illustration of how a polycentric perspective can allow for a wider analysis of systemic problems in a decentralized, low-income governance context.
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Dunn, Nadine. "When white Afrikaans-speaking adolescents from divorced families function resiliently : an overview of the protective antecedents / by Nadine Dunn." Thesis, North-West University, 2008. http://hdl.handle.net/10394/3096.
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Divorce is an ever-present phenomenon in society. This is also true for white Afrikaans-speaking
adolescents. Some of these adolescents seem to cope resiliently with the risk inherent in divorce while others struggle to cope. I wanted to determine what protective factors and processes are present in the lives of white Afrikaans-speaking adolescents who do function resiliently. The aims of the study were to explain what adolescent resilience means, document the impact of divorce on adolescents, conduct an empirical study to
determine what protective factors and processes contribute to resilience, and to develop resilience promoting guidelines in the form of a concept program for Life Orientation educators and other service providers who might encourage resilience among white Afrikaans-speaking adolescents from divorced families. The study followed the prescriptions of the International Youth Resilience Study (IYRS), which includes a triangulated mixed method design. An advisory panel drawn from the communities of the participants helped
to develop site specific questions and to identify resilient and non-resilient white Afrikaans-speaking adolescents from divorced families from different schools in three provinces. In total, 64 participants
completed the Child and Youth Resilience measure (CYRM) and ten resilient adolescents were interviewed using semi-structured interviews. The resulting findings suggested that protective factors and processes inherent to the individual, relationships, the community and culture helped the resilient adolescents to cope
adaptively with their parents' divorce. In line with more recent thinking, the findings confirmed that protective resources that encourage resilience are group-specific. Using the protective factors and processes identified by the participants, I compiled a concept programme to encourage adolescents from white Afrikaans-speaking divorced families to function more resiliently. The concept programme includes a ten-session, group intervention programme for adolescents and
complementary workshops for their parents, educators, friends and community leaders.
The concept programme was not implemented and so a future intervention study is recommended to test the concept programme. Future studies could also look at the relevance of the programme for adolescents from divorced families in other cultures.Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2009.