Relevant bibliographies by topics / Students’ understanding of function

Academic literature on the topic 'Students’ understanding of function'

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Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Students’ understanding of function"

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Rhodes, Sam, and Jessica Duggan. "Cryptic Functions: Understanding Function Identification." Mathematics Teacher 112, no. 2 (October 2018): 108–13. http://dx.doi.org/10.5951/mathteacher.112.2.0108.

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Delastri, L., Purwanto, Subanji, and M. Muksar. "Students’ conceptual understanding on inverse function concept." Journal of Physics: Conference Series 1157 (February 2019): 042075. http://dx.doi.org/10.1088/1742-6596/1157/4/042075.

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Dubinsky, Ed, and Robin T. Wilson. "High school students’ understanding of the function concept." Journal of Mathematical Behavior 32, no. 1 (March 2013): 83–101. http://dx.doi.org/10.1016/j.jmathb.2012.12.001.

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Hurwitz, Marsha. "Sharing Teaching Ideas: Understanding the Composites." Mathematics Teacher 89, no. 2 (February 1996): 116–17. http://dx.doi.org/10.5951/mt.89.2.0116.

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In his article “An Attractive View of Composite Functions,” Hansen (1993) uses an infinite composition of cos (x) to help students gain an intuitive idea of a limit. Fundamental to the students' understanding of the convergence of the composition is the awareness that an output value becomes an input value for the subsequent function evaluation. This insight eludes some students as they compose functions.
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Jannah, U. R., T. Nusantara, Sudirman, and Sisworo. "Students’ characteristics of students’ obstacles in understanding the definition of a function." IOP Conference Series: Earth and Environmental Science 243 (April 9, 2019): 012134. http://dx.doi.org/10.1088/1755-1315/243/1/012134.

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Abadi and D. K. Fardah. "Students’ activities for understanding function shifting by using GeoGebra." Journal of Physics: Conference Series 1108 (November 2018): 012014. http://dx.doi.org/10.1088/1742-6596/1108/1/012014.

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Widada, W., A. Herawati, R. Fata, S. Nurhasanah, E. P. Yanty, and A. S. Suharno. "Students’ understanding of the concept of function and mapping." Journal of Physics: Conference Series 1657 (October 2020): 012072. http://dx.doi.org/10.1088/1742-6596/1657/1/012072.

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Weber, Keith. "Students’ understanding of trigonometric functions." Mathematics Education Research Journal 17, no. 3 (October 2005): 91–112. http://dx.doi.org/10.1007/bf03217423.

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Cramer, Kathleen. "Using Models to Build an Understanding of Functions." Mathematics Teaching in the Middle School 6, no. 5 (January 2001): 310–18. http://dx.doi.org/10.5951/mtms.6.5.0310.

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From the time that students enter kindergarten and throughout their early elementary school years, they should have multiple experiences exploring patterns. The study of patterns for middle school students should shift to the study of functions (NCTM 1989). The question that this article addresses is how to plan and organize instruction for middle-grades students to help them develop an understanding of function.
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Carter, Kelli P., and Luanna B. Prevost. "Question order and student understanding of structure and function." Advances in Physiology Education 42, no. 4 (December 1, 2018): 576–85. http://dx.doi.org/10.1152/advan.00182.2017.

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The relationship between structure and function is a core concept in physiology education. Written formative assessments can provide insight into student learning of the structure and function relationship, which can then inform pedagogy. However, question order may influence student explanations. We explored how the order of questions from different cognitive levels affects student explanations. A junior level General Physiology class was randomly split in half. One-half of the students answered, “Define the principle: form reflects function,” followed by “Give an example of the principle: form reflects function” (format DX), whereas the other half answered, “Give an example of the principle: form reflects function,” followed by “Define the principle: form reflects function” (format XD). Human grading and computerized lexical analysis were used to evaluate student responses. Two percent of students in the format DX group related structure and function in their definition, whereas 48% of students related structure and function in their examples. In the format XD group, 17% related structure and function in their definition, and 26% related structure and function in their example of the principle. Overall, students performed better on the last question in the sequence, which may be evidence for conceptual priming. Computerized lexical analysis revealed that students draw on only a few levels of organization and may be used by instructors to quickly assess the levels of organization students use in their responses. Written assessment coupled with lexical analysis has the potential to reveal student understanding of core concepts in anatomy and physiology education.
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Dissertations / Theses on the topic "Students’ understanding of function"

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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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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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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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Cowan, Heidi Janel. "Knowledge and Understanding of Function held by Students with Visual Impairments." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1316530569.

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Jensen, Taylor Austin. "A study of the relationship between introductory calculus students' understanding of function and their understanding of limit." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/jensen/JensenT.pdf.

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Introductory calculus students are often successful in doing procedural tasks in calculus even when their understanding of the underlying concepts is lacking, and these conceptual difficulties extend to the limit concept. Since the concept of limit in introductory calculus usually concerns a process applied to a single function, it seems reasonable to believe that a robust understanding of function is beneficial to and perhaps necessary for a meaningful understanding of limit. Therefore, the main goal of this dissertation is to quantitatively correlate students' understanding of function and their understanding of limit. In particular, the correlation between the two is examined in the context of an introductory calculus course for future scientists and engineers at a public, land grant research university in the west. In order to measure the strength of the correlation between understanding of function and understanding of limit, two tests-the Precalculus Concept Assessment (PCA) to measure function understanding and the Limit Understanding Assessment (LUA) to measure limit understanding-were administered to students in all sections of the aforementioned introductory calculus course in the fall of 2008. A linear regression which included appropriate covariates was utilized in which students' scores on the PCA were correlated with their scores on the LUA. Nonparametric bivariate correlations between students' PCA scores and students' scores on particular subcategories of limit understanding measured by the LUA were also calculated. Moreover, a descriptive profile of students' understanding of limit was created which included possible explanations as to why students responded to LUA items the way they did. There was a strong positive linear correlation between PCA and LUA scores, and this correlation was highly significant (p<0.001). Furthermore, the nonparametric correlations between PCA scores and LUA subcategory scores were all statistically significant (p<0.001). The descriptive profile of what the typical student understands about limit in each LUA subcategory supplied valuable context in which to interpret the quantitative results. Based on these results, it is concluded that understanding of function is a significant predictor of future understanding of limit. Recommendations for practicing mathematics educators and indications for future research are provided.
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Parent, Jennifer Suzanne Stokes. "Students' Understanding Of Quadratic Functions: Learning From Students' Voices." ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/376.

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The objective of this multiple case study was to examine how three pairs of high school students from a northern Vermont high school approached quadratic functions through traditional and multiple representation tasks. Four research questions were examined: 1) How do students think about the quadratic function as they work on a series of tasks? 2) What mathematical strategies do students employ when they work on a series of tasks related to the quadratic function? 3) How does the type of task, traditional versus multiple representation, impact students' understanding of the quadratic function? 4) What kinds of knowledge (procedural or conceptual) do students utilize when completing a series of tasks about the quadratic function? Qualitative research methods that utilized think-aloud protocols while students were engaged in four tasks pertaining to the quadratic function were employed in this study. Results suggested that students tend to think about isolated parts of the problem when solving quadratic problems. Early on in their learning about quadratics, students primarily relied on procedural strategies such as think-alouds, gestures, algebraic formulas, converting equation forms, process of elimination, dissecting problems, backtracking, and drawing pictures. In addition, students preferred the standard form to the vertex form when solving quadratics and often confused the y-intercept of the standard form with the y-coordinate of the vertex when the function was in vertex form. Results also indicated that students preferred to algebraically solve a problem versus tabular or graphical strategies. By exploring how students approach the quadratic function through their own voices, this study offers some insight into the conceptions and strategies that students use for solving problems that involve the quadratic function as well as possibilities for how quadratics may be taught in high school.
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Leung, Suk-fong, and 梁淑芳. "The effect of computing technology on secondary three students' understanding of quadratic function." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962294.

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Leung, Suk-fong. "The effect of computing technology on secondary three students' understanding of quadratic function." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500815.

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Wang, Yuqian. "Understanding linear function in secondary school students : a comparative study between England and Shanghai." Thesis, Durham University, 2015. http://etheses.dur.ac.uk/11230/.

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How to facilitate students’ understanding of mathematics is a major concern for the mathematics education community as well as education authorities, especially in England, UK and Shanghai, China. However, research into such understanding in these two regions is still in its infancy. The aim of this thesis is to contribute to this research area by investigating how well students understand a particular mathematical concept, linear function, and describe how their understanding has been shaped. A model of understanding function is defined in terms of six levels: Variable Perspective, Dependent Relationship, Connecting Representations, Property Noticing, Object Analysis, and Inventising. These six levels are developed by examining the most prominent theories from existing Western and Eastern literature on understanding function. Using this model, three perspectives around understanding linear function are investigated: what the official documents expect; what students actually achieve; and teachers’ views of how students’ understanding of linear function develops. Mixed methods are adopted to portray a holistic view of understanding function in the two regions. The quantitative data analysis includes three curricula and seven selected textbooks to identify their characteristics and requirements. The main study also analyses student tests from 403 Year 10 Higher Level English students and 907 Grade 8 Shanghai students. Findings demonstrate that the Shanghai students have more abstract understanding than the English Higher Level students, and are more comfortable with algebraic expression, which is emphasised heavily in the Shanghai curriculum and textbook. The graphic representation dominates the Higher Level English students’ solution approaches, which is again emphasised in their textbooks. This study recommends that the more emphasis should be on algebraic expression for understanding linear function in England and graphic representation in Shanghai.
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Nickerson, Susan Denise. "Supporting students' understanding of algebra : symbolizing in a technology-enhanced classroom /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC IP addresses, 2001. http://wwwlib.umi.com/cr/ucsd/fullcit?p3022703.

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Books on the topic "Students’ understanding of function"

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Skibo, James M. Understanding Pottery Function. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-4199-1.

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Scanlon, Valerie C. Understanding human structure and function. Philadelphia: F.A. Davis, 1997.

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Keith, Hattotuwa, ed. Understanding ABGs & lung function tests. London: JP Medical, 2012.

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author, Kyrkanides Stephanos, ed. Understanding masticatory function in unilateral crossbites. Ames, Iowa: John Wiley & Sons Inc., 2016.

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Ferrández Vicente, José Manuel, José Ramón Álvarez-Sánchez, Félix de la Paz López, Javier Toledo Moreo, and Hojjat Adeli, eds. Understanding the Brain Function and Emotions. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19591-5.

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Piancino, Maria Grazia, and Stephanos Kyrkanides, eds. Understanding Masticatory Function in Unilateral Crossbites. Oxford, UK: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781118971901.

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Arthur, Goodman, ed. Understanding algebra for college students. 2nd ed. Pacific Grove, CA: Brooks/Cole Pub. Co., 1998.

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W, Myers John, ed. Understanding students with Asperger's syndrome. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 2004.

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Understanding research for nursing students. Exeter: Learning Matters, 2010.

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Hirsch, Lewis. Understanding algebra for college students. Minneapolis/St. Paul: West Pub. Co., 1994.

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Book chapters on the topic "Students’ understanding of function"

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Woods, Kerry, and Patrick Griffin. "Functional Communication Competence for Students with Additional Needs." In Understanding Students with Additional Needs as Learners, 25–41. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56596-1_3.

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Woods, Kerry, and Patrick Griffin. "Using Symbols to Make Meaning: Functional Literacy for Students with Additional Needs." In Understanding Students with Additional Needs as Learners, 43–58. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56596-1_4.

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Lee, Chaehyun. "Oral and written language use and translanguaging functions of 3rd-grade Korean bilingual students." In Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals, 113–41. Names: Lee, Chaehyun, author.Title: Understanding the oral and written translanguaging practices of emergent bilinguals : insights from Korean heritage language classroomsin the US / Chaehyun Lee.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003093824-5-5.

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Brizuela, Bárbara M., Maria Blanton, and Yangsook Kim. "A Kindergarten Student’s Use and Understanding of Tables While Working with Function Problems." In Mathematical Reasoning of Children and Adults, 171–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69657-3_8.

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Lee, Chaehyun. "Oral and written language use and translanguaging functions of 1st-grade Korean bilingual students across school and home contexts." In Understanding the Oral and Written Translanguaging Practices of Emergent Bilinguals, 66–112. Names: Lee, Chaehyun, author.Title: Understanding the oral and written translanguaging practices of emergent bilinguals : insights from Korean heritage language classroomsin the US / Chaehyun Lee.Description: New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003093824-4-4.

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Manalo, Emmanuel, and Mari Fukuda. "Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work." In Diagrammatic Representation and Inference, 553–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-86062-2_56.

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AbstractUsing appropriate diagrams is generally considered efficacious in communication. However, although diagrams are extensively used in printed and digital media, people in general rarely construct diagrams to use in common everyday communication. Furthermore, instruction on diagram use for communicative purposes is uncommon in formal education and, when students are required to communicate what they have learned, the usual expectation is they will use words – not diagrams. Requiring diagram inclusion in essays, for example, would be almost unheard of. Consequently, current understanding about student capabilities in this area is very limited. The aim of this study therefore was to contribute to addressing this gap: it comprised a qualitative exploration of 12 undergraduate students’ diagram use in two essays (in which they were asked to include at least one diagram). Analysis focused on identifying the kinds of diagrams produced, and the effectiveness with which those diagrams were used. Useful functions that the diagrams served included clarification, summarization, integration of points, and provision of additional information and/or perspectives in visual form. However, there were also redundancies, as well as unclear, schematically erroneous, and overly complicated representations in some of the diagrams that the students constructed. These findings are discussed in terms of needs, opportunities, and challenges in instructional provision.
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Skibo, James M. "Understanding Pottery Function." In Manuals in Archaeological Method, Theory and Technique, 1–25. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-4199-1_1.

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Weinstein, Yana, Megan Sumeracki, and Oliver Caviglioli. "Tips for Students." In Understanding How We Learn, 146–53. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203710463-13.

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Abbiss, Jane. "Students’ Learning Experiences." In Understanding Teaching and Learning, 67–78. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-864-3_4.

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Montgomery, Catherine. "International Students and Home Students: Worlds Apart?" In Understanding the International Student Experience, 79–96. London: Macmillan Education UK, 2010. http://dx.doi.org/10.1007/978-0-230-36500-1_5.

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Conference papers on the topic "Students’ understanding of function"

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Murphy, Alexander R., Henry D. Banks, Robert L. Nagel, and Julie S. Linsey. "Graduate Students’ Mental Models: An Investigation Into the Role of Function in Systems Understanding." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-98383.

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Abstract Elicited student mental models reveal students’ understanding of a given system as well as their ability to communicate knowledge of that system to others. Understanding how students form and developmental models of systems is critical to the progress of engineering education. In this work, graduate students’ mental models of common household products are measured before and after instruction on functional modeling and functional decomposition. These mental models are measured using previously published, but still developing mental model instruments. The included systems are a hair dryer, clothes dryer, and vacuum cleaner with accompanying scoring rubrics. Results show statistically significant improvements on average mental model rubric scores on all three given systems after the functional modeling intervention. These results suggest that curriculum content on functional modeling and decomposition likely improves students’ mental models of engineering systems and their ability to communicate their knowledge about those systems. As we improve our understanding of how students form, change, and communicate their mental models of engineering systems, educators can shape curriculum to facilitate the skills necessary for comprehensive systems understanding.
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Meagher, Michael S., Jennifer Lovett, and Allison McCulloch. "Middle school students’ development of an understanding of the concept of function." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-373.

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Booth, Joran W., Tahira Reid, and Karthik Ramani. "Understanding Abstraction in Design: A Comparison of Three Functional Analysis Methods for Product Dissection." In ASME 2013 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/detc2013-13130.

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In design classes, functional analysis is a process that is typically used to assist students with identifying essential functions to aid in the development of their concepts. However, it has been observed that students sometimes struggle with this part of the design process. In this study, a group of 26 students were studied in a 3-level within-subject study (n = 78) to determine which of three common functional analysis approaches (i.e. top-down, energy-flow, and unstructured) was most effective. Participants were asked to dissect a hair dryer, power drill, and NERF pistol and generate function trees describing how these work. Measures of effectiveness include the number of functions generated, the number of errors, the number of levels of abstraction represented in the tree, and the number of unique subsystems and functions identified. No statistical difference between the approaches was found, and there was also no practical difference between the approaches. These results suggest that for novice engineers, there is no difference between methods used. This possibly indicates that for novice engineers, formal methods may not be any more effective than an unstructured approach.
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Kautz, Christian H., and Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.

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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer “conceptual” questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or “clicker questions”) via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students’ tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics.
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Brunetto, Domenico, Clelia Marchionna, and Elisabetta Repossi. "Supporting deep understanding with emerging technologies in a STEM university math class." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11109.

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In this work we present an innovative learning environment format, based on student-centred activities, that may support undergraduate students to deep understanding mathematics in the first year of engineering university. In particular, we refer to the difficulties students meet in the transition from the high school mathematics to the one they meet at university, which requires a significant shift to conceptual understanding, especially in Calculus courses. The goal of this presentation is to investigate the case of multivariable functions, a topic at the foundation of many mathematical models and its application. We show the results of the first pilot study which involves 160 undergraduate students. More precisely, we report how a flipped-learning approach based on online activities and working group allows students to deep understand the main properties concerning multivariable functions.
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Siemon, Dianne. "Karmel Oration: Excellent progress for all: A function of year-level curriculum or evidenced-based learning progressions?" In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_4.

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Excellent progress for all students is an ambitious but necessary goal if we are to improve the life choices of all students. At the moment, we are not serving all our students well despite the best efforts of teachers. We need to look further afield to the curriculum and assessment regimes that drive current practice. Grouping students by ability and offering a watered-down curriculum for some is not the answer. Evidenced-based learning progressions that point to what is important in ensuring all students build a deep, well-connected understanding of mathematics over time is what is needed to support reform at scale Where the evidenced-based tools and resources produced by this type of research are used to identify and respond to student learning needs in relation to what is important, it has been shown to make a significant difference to student outcomes and engagement. Adopting a targeted teaching approach means that not everything has to be differentiated and not everything needs to be considered as often or to the same depth. Time can be spent researching challenging but accessible tasks and developing a culture that supports and reward persistence, effort and a growth mind-set.
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Lomakina, Tatyana Yu. "Functional Model Of Pedagogical Support For Professional Self-Determination For Technical Universities Students." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.53.

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Concatto, Fernando, Alex Luciano Roesler Rese, Rafael De Santiago, Rudimar Luis Scaranto Dazzi, and Anita Maria da Rocha Fernandes. "Investigação Quanto ao Papel de Círculos Sociais no Desempenho Discente no Ensino Superior Utilizando Análise de Redes Complexas." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p206-213.

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The individual behavior of human beings is susceptible to influencesfrom their peers. It is known that contact between individuals,both direct and indirect, can foster or inhibit a considerable rangeof human characteristics and behaviors. This study aims to evaluatethe impact of the social context of undergraduate students on theiracademic performance, understanding "social context"as the averageperformance of classmates socially close to each student. Ourmethodology involves reconstructing the underlying social networkof a class computationally, using data gathered from a questionnaireapplied to the students of the class, and testing the hypothesis thatthe change in the grade of a student can be accurately modeledas a linear function of the differences between the student’s gradeand the mean of their peers’ grades. The results show that defininga student’s social circle as the community they belong to insteadof their set of neighbors allows for the construction of statisticalmodels with significatively higher predictive potential
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Vidulin, Sabina. "MUSIC TEACHING AND LISTENING TO ART MUSIC IN THE FUNCTION OF STUDENTS’ HOLISTIC DEVELOPMENT." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.391v.

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Music is a part of a child’s everyday life. In family and in preschool institutions, its function is different from the one in school. Music teaching influences the overall students’ development, which can be seen from a pedagogical and artistic perspective. It is aimed at acquiring knowledge and developing students’ skills in the field of art; it encourages aesthetic education, but also the preservation of historical and cultural heritage. The domain in which this is mostly realized is listening to music and music understanding. With the intention of bringing art music closer to children and young people, its more intense experiencing and understanding, the paper points to the necessity for an interdisciplinary and correlative relationship of music with other subjects, but also musical activities with each other. Since the author intends to indicate the importance of creating new didactical strategies for music teaching lessons, the Stage-English-Music concepts, the Listening to Music-Music Making model and the Cognitive-emotional approach to listening to music are briefly described. These strategies for the improvement of music listening are based on an interdisciplinary and intradisciplinary approach, depending on whether they include extracurricular activities in the work (e.g. English and drama education), or the work is carried out within musical activities such as singing, playing, or dancing with musicologically, but also humanistically oriented outcomes. Practice and research indicate that in addition to acquiring musical knowledge and developing musical skills, multimodal approaches affect students’ holistic development.
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Bohm, Matt, Hannah Ingram, Dalton Reith, Robert Nagel, and Julie Linsey. "The Impact of Industry Experience on Engineering Graduate Students’ Functional Design Modeling." In ASME 2019 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/detc2019-97615.

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Abstract Understanding the differences in functional models between traditional full-time graduate students and graduate students working in industry may allow for a deeper understanding of the impact of an engineer’s work on their ability to model a system in terms of its functions. To explore these differences, the researchers assigned two groups of students the task of creating a functional model of a can opener. One group of graduate students was traditional full-time graduate students while the other group was comprised of graduate students who are actively working in industry as engineers in the consumer appliance sector. This paper explores both the mechanics and plausibility behind the functional models created by the two groups of students and the impact of the industry standard parameter diagrams on the functional models of the graduate students’ working in industry. After an initial analysis of the data, the researchers noticed an abnormal trend of the industry students to include more information beyond the common functional model elements which affected their models’ logical plausibility. Because this trend seemed to occur in higher quantities in the industry students’ functional models than the traditional graduate students’ models, the researchers decided to evaluate both groups’ functional models with a rubric developed for parameter diagrams — a model format common to the industry in which the industry students were employed. After re-analyzing the functional models of both groups using the parameter diagram rubric, it was observed that the industry students’ functional models did indeed include higher traces of parameter diagrams than the average graduate student. The researchers believe this may have been due to design fixation and incomplete conceptual change in practicing engineers. Implications of this finding are discussed herein.
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Reports on the topic "Students’ understanding of function"

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Allen, Rosalind. Understanding Microbial Communities: Function, Structure and Dynamics. Fort Belvoir, VA: Defense Technical Information Center, January 2015. http://dx.doi.org/10.21236/ad1008795.

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Kim, Hyejeong, Sang-Eun Byun, Kyu-Hye Lee, and Sunhyung Choi. Understanding Students' Perceived Benefits of International Multicourse Collaborative Projects. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1505.

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Frankel, Gerald S., Rudolph G. Buchheit, Mark Jaworowski, and Greg Swain. Scientific Understanding of Non-Chromated Corrosion Inhibitors Function. Fort Belvoir, VA: Defense Technical Information Center, January 2013. http://dx.doi.org/10.21236/ada582500.

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Harris, Amanda. Stories of Success: Understanding Academic Achievement of Hispanic Students in Science. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1833.

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Schau, C., N. Mattern, R. Weber, and K. Minnick. Assessing middle school students` understanding of science relationships and processes. Final report. Office of Scientific and Technical Information (OSTI), September 1994. http://dx.doi.org/10.2172/420384.

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Bray, Wendy, Zachary Champagne, Tanya Blais, and Robert Schoen. Assessing Early Elementary Students' Place Value Understanding: A Set of Interview Tasks. Florida State University, June 2017. http://dx.doi.org/10.17125/fsu.1510066800.

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Conner, David M. Understanding through Context: Hhow a Thematic Based Curriculum Can Benefit CGSOC Students. Fort Belvoir, VA: Defense Technical Information Center, March 2011. http://dx.doi.org/10.21236/ada546420.

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Nurnberg, Peter, Morton Schapiro, and David Zimmerman. Students Choosing Colleges: Understanding the Matriculation Decision at a Highly Selective Private Institution. Cambridge, MA: National Bureau of Economic Research, February 2010. http://dx.doi.org/10.3386/w15772.

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Buell, Robin, Adam Deutschbauer, Dawn Adin, and Catherine Ronning. Breaking the Bottleneck of Genomes: Understanding Gene Function Across Taxa Workshop Report. Office of Scientific and Technical Information (OSTI), September 2019. http://dx.doi.org/10.2172/1616527.

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FISCHER, N. O. An Investigational Platform of the Human Brain for Understanding Complex Neural Function. Office of Scientific and Technical Information (OSTI), October 2019. http://dx.doi.org/10.2172/1572623.

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