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

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Published: 4 June 2021

Last updated: 10 February 2022

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1

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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3

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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Noto, Muchamad Subali, Surya Amami Pramuditya, and Yudrick Maulana Fiqri. "DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING." Infinity Journal 7, no. 1 (February 1, 2018): 61. http://dx.doi.org/10.22460/infinity.v7i1.p61-68.

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In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

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Noto, Muchamad Subali, Surya Amami Pramuditya, and Yudrick Maulana Fiqri. "DESIGN OF LEARNING MATERIALS ON LIMIT FUNCTION BASED MATHEMATICAL UNDERSTANDING." Infinity Journal 7, no. 1 (February 1, 2018): 61. http://dx.doi.org/10.22460/infinity.v7i1.p61-74.

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In learning process, students are currently cannot be separated from learning difficulties, including the study material algebra limit function. It because the level of students' mathematical understanding regarding the material is still quite low. This study aimed to analyze the barriers to student learning, designing learning materials based on the material mathematics understanding algebra limit function is valid, determine teacher intervention during the implementation of learning materials and to analyze barriers to student learning after the implementation of learning materials. This research is a qualitative research study design using the form Didactical Design Research. Stages of research conducted: 1) analysis of the situation didactic before learning, 2) analysis of metapedadidatik and 3) the retrospective analysis. Data collection techniques used were tests, interviews, questionnaires, and documentation. The instrument used was a matter TKPM (Comprehension Mathematical Ability Test), interview, validation sheet materials, and documentation guidelines. Research results obtained are students experiencing obstacle to learning the material limit algebra functions. These obstacles are 1) students' difficulties in relating the material prerequisites to limit problems. 2) students can not write properly limit symbol, 3) students can not apply a limit theorem, 4) students are not able to determine the limit value at one point, and 5) students cannot determine the value of the limit at infinity. Learning materials that have been made have validation level of with very valid criteria. The response was given when the student intervention, generally in accordance with response prediction so that interventions carried out in accordance with the design that has been made. After learning materials student learning obstacles implemented reduced/minimized.

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Hidayanto, E., and E. Budiono. "Students’ Thinking Interference in Understanding Functions." Journal of Physics: Conference Series 1227 (June 2019): 012015. http://dx.doi.org/10.1088/1742-6596/1227/1/012015.

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14

Ariza, Angel, Salvador Llinares, and Julia Valls. "Students’ understanding of the function-derivative relationship when learning economic concepts." Mathematics Education Research Journal 27, no. 4 (October 15, 2015): 615–35. http://dx.doi.org/10.1007/s13394-015-0156-9.

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Ronda, Erlina R. "Growth points in students’ developing understanding of function in equation form." Mathematics Education Research Journal 21, no. 1 (February 2009): 31–53. http://dx.doi.org/10.1007/bf03217537.

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Hazzan, Orit, and E. Paul Goldenberg. "Students' understanding of the notion of function in dynamic geometry environments." International Journal of Computers for Mathematical Learning 1, no. 3 (July 1997): 263–91. http://dx.doi.org/10.1007/bf00182618.

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Taylor, Linda J. C., and Jeri A. Nichols. "Graphing Calculators Aren't Just for High School Students." Mathematics Teaching in the Middle School 1, no. 3 (November 1994): 190–96. http://dx.doi.org/10.5951/mtms.1.3.0190.

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Graphing calculators are revolutionizing the learning and teaching of mathematics. Students can view and manipulate graphs of functions in a matter of seconds. Such features as “plot,” “graph,” “trace,” and “zoom” offer opportunities for users to develop an understanding of the terms variable and function. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), these concepts are vital aspects of the middle school curriculum. According to the standards document, “[A]n ideal 5-8 mathematics curriculum would expand students' knowledge of numbers,… patterns and functions, and the fundamental concepts of algebra” (pp. 65-66). In addition, “[T]echnology, including calculators, computers, and videos, should be used when appropriate” (p. 67). It stand to reason that tools to aid in understanding such concepts as variable and function, specifically graphing calculators, should not be reserved for high school juniors and seniors. This article discusses the use of graphing calculators by students of middle school age in an enrichment program for academically able, but economically disadvantaged, students. The exercises described helped students develop an understanding about variable and function. Students were actively engaged in problem solving that involved hands-on, real-life activities.

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Anzovino, Mary E., and Stacey Lowery Bretz. "Organic chemistry students' fragmented ideas about the structure and function of nucleophiles and electrophiles: a concept map analysis." Chemistry Education Research and Practice 17, no. 4 (2016): 1019–29. http://dx.doi.org/10.1039/c6rp00111d.

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Organic chemistry students struggle with multiple aspects of reaction mechanisms and the curved arrow notation used by organic chemists. Many faculty believe that an understanding of nucleophiles and electrophiles, among other concepts, is required before students can develop fluency with the electron-pushing formalism (EPF). An expert concept map was created to depict an understanding of nucleophiles and electrophiles ideally held by undergraduates. Second year organic chemistry students were interviewed and asked to give examples of nucleophiles and electrophiles and to identify them in reactions. A cognitive map was created to represent each student's understanding. The students' maps were compared to the expert map, revealing that students possess fragmented ideas about the structure and function of nucleophiles and electrophiles.

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19

Birgin, Osman. "Investigation of eighth-grade students' understanding of the slope of the linear function." Bolema: Boletim de Educação Matemática 26, no. 42a (April 2012): 139–62. http://dx.doi.org/10.1590/s0103-636x2012000100008.

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This study aimed to investigate eighth-grade students' difficulties and misconceptions and their performance of translation between the different representation modes related to the slope of linear functions. The participants were 115 Turkish eighth-grade students in a city in the eastern part of the Black Sea region of Turkey. Data was collected with an instrument consisting of seven written questions and a semi-structured interview protocol conducted with six students. Students' responses to questions were categorized and scored. Quantitative data was analyzed using the SPSS 17.0 statistical packet program with cross tables and one-way ANOVA. Qualitative data obtained from interviews was analyzed using descriptive analytical techniques. It was found that students' performance in articulating the slope of the linear function using its algebraic representation form was higher than their performance in using transformation between graphical and algebraic representation forms. It was also determined that some of them had difficulties and misunderstood linear function equations, graphs, and slopes and could not comprehend the connection between slope and the x- and y-intercepts.

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Michael, Joel A., Mary Pat Wenderoth, Harold I. Modell, William Cliff, Barbara Horwitz, Philip McHale, Daniel Richardson, Dee Silverthorn, Stephen Williams, and Shirley Whitescarver. "Undergraduates’ understanding of cardiovascular phenomena." Advances in Physiology Education 26, no. 2 (June 2002): 72–84. http://dx.doi.org/10.1152/advan.00002.2002.

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Undergraduates students in 12 courses at 8 different institutions were surveyed to determine the prevalence of 13 different misconceptions (conceptual difficulties) about cardiovascular function. The prevalence of these misconceptions ranged from 20 to 81% and, for each misconception, was consistent across the different student populations. We also obtained explanations for the students’ answers either as free responses or with follow-up multiple-choice questions. These results suggest that students have a number of underlying conceptual difficulties about cardiovascular phenomena. One possible source of some misconceptions is the students’ inability to apply simple general models to specific cardiovascular phenomena. Some implications of these results for teachers of physiology are discussed.

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O'Callaghan, Brian R. "Computer-Intensive Algebra and Students' Conceptual Knowledge of Functions." Journal for Research in Mathematics Education 29, no. 1 (January 1998): 21–40. http://dx.doi.org/10.5951/jresematheduc.29.1.0021.

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This article describes a research project that examined the effects of the Computer-Intensive Algebra (CIA) and traditional algebra curricula on students' understanding of the function concept. The foundation for the research is a proposed conceptual framework that describes function knowledge in terms of component competencies. The results indicated that the CIA students achieved a better overall understanding of functions and were better at the components of modeling, interpreting, and translating. No significant differences were found for reifying, which emerged as the most difficult component in the proposed function model. Further, the CIA students showed significant improvements in their attitudes toward mathematics, were less anxious about mathematics, and rated their class as more interesting. A higher percentage of students successfully completed the CIA course.

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Sebsibe, Ashebir Sidelil, Bereket Telemos Dorra, and Bude Wako Beressa. "STUDENTS’ DIFFICULTIES AND MISCONCEPTIONS OF THE FUNCTION CONCEPT." International Journal of Research -GRANTHAALAYAH 7, no. 8 (August 31, 2019): 181–96. http://dx.doi.org/10.29121/granthaalayah.v7.i8.2019.656.

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This study explores understanding of function concept amongst 310 grade 11 science stream students in one administrative zone of Ethiopia. A test that included tasks given in different representations, about definition, about examples of functions in word description and applications of properties of functions was administered. Lesson observation and interview was also used for triangulation. Results have shown that limited mental image of approach to functions, fragmented conceptions and dependence on ordered pairs, limitation in algebraic manipulation, limitation on converting word expression into mathematical expressions, confusing combination and composition, unnecessary interchanging order of operations during algebraic manipulations and drawing graph without considering sufficient points were observed difficulties. Whereas, a relation is a function if it has algebraic expression, overgeneralization that a representation is a functions if it is symbolized as an ordered pairs, and considering every point of discontinuity as an asymptote were identified misconceptions. Thus, special attention should be given in the teaching-learning to overcome identified difficulties and misconceptions.

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Hillen, Amy F., and LuAnn Malik. "Sorting Out Ideas about Function." Mathematics Teacher 106, no. 7 (March 2013): 526–33. http://dx.doi.org/10.5951/mathteacher.106.7.0526.

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Monk, G. S. "Students' Understanding of Functions in Calculus Courses." Humanistic Mathematics Network Journal 1, no. 9 (February 1994): 21–27. http://dx.doi.org/10.5642/hmnj.199401.09.07.

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Omer, Faruk CETIN. "Students perceptions and development of conceptual understanding regarding trigonometry and trigonometric function." Educational Research and Reviews 10, no. 3 (February 10, 2015): 338–50. http://dx.doi.org/10.5897/err2014.2017.

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Martínez-Planell, Rafael, and María Trigueros Gaisman. "Students’ understanding of the general notion of a function of two variables." Educational Studies in Mathematics 81, no. 3 (April 20, 2012): 365–84. http://dx.doi.org/10.1007/s10649-012-9408-8.

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27

Gani, Fathurrahmah Abd, Dasa Ismaimuza, and Sudarman Sudarman. "PROFIL PEMAHAMAN KONSEP SISWA DITINJAU DARI TINGKAT KEMAMPUAN MATEMATIKA PADA MATERI FUNGSI KOMPOSISI." Aksioma 9, no. 2 (September 25, 2020): 98–111. http://dx.doi.org/10.22487/aksioma.v9i2.520.

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Abstract: The aim of this research was to describe the profile of understanding the concept of class X MIA students based on the level of mathematical ability. The research was conducted at MA Alkhairaat Palu using a qualitative descriptive approach. The results of the study show that the understanding of the concept of ST in classifying the function of composition is that there is a function and operation of composition. Identify the characteristics of operations or concepts students use associative, distributive, composition operations and algebraic. Applying the concept students explain the properties and operations. Giving examples and not the composition function of the students explains the example, that there is an operation of composition and not there is no operation of the composition. Presenting the problem students presents in the form of mathematical models. Understanding the SS concept in classifying composition functions, namely a combination of functions associated with composition operations. Identify the characteristics of operations or concepts, namely the nature of distributive, operating composition and calculating algebra. Applying the concept students explain the properties and operations. Give an example and not an example of a composition function is an example is that there is a composition operation and not that there is no composition operation. Presenting problems in the form of mathematical models. Understanding the concept of SR in classifying the function of composition, namely there is a composition operation. Give an example and not an example of a composition function, is an example there is a composition operation and not an example, that is, there is no composition operation.

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Fernández, Eileen. "Sharing Teaching Ideas: Understanding Functions without Using the Vertical Line Test." Mathematics Teacher 99, no. 2 (September 2005): 96–100. http://dx.doi.org/10.5951/mt.99.2.0096.

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Since I started teaching precalculus eighteen years ago, I have struggled with how to convey a function's definition so that its importance and usefulness comes across to students. This is especially the case with the Vertical Line Test (VLT), a mechanism for testing whether the graph of a relation is a function. (Vertical lines are drawn through the graph. If every vertical line intersects the graph in exactly one point, the relation is a function.) In this era of “learning mathematics with understanding” (NCTM 2000, p. 20), the Vertical (and Horizontal) Line Tests present a challenge. I find that once students are introduced to these devices, they tend to disregard the concepts that the devices are testing and instead mechanically apply the tests. This rote application limits not only the students' understanding of the concepts but also their ability to work within and across representations to solve problems related to identifying functions.

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Hill, Doris Adams, Theoni Mantzoros, and Jonté C. Taylor. "Understanding Motivating Operations and the Impact on the Function of Behavior." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 119–22. http://dx.doi.org/10.1177/1053451220914901.

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Special educators are often considered the experts in their school when it comes to developing functional behavior assessments (FBA) and behavior intervention plans (BIP), yet rarely are they trained much beyond basic antecedents, behaviors, and consequences (ABC). This column discusses concepts that will expand special education professionals’ knowledge to make better decisions regarding interventions for the students they serve. Specifically, the focus is on motivating operations (MO) and function-based interventions and the implications of these on behavior. Knowledge of the concept of MOs can enhance a teacher’s ability to provide evidence-based interventions and more fully developed behavioral interventions for students in their purview.

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Lovett, Jennifer N., Allison W. McCulloch, Blain A. Patterson, and Patrick S. Martin. "Is This Vending Machine FUNCTIONing Correctly?" Mathematics Teacher: Learning and Teaching PK-12 113, no. 2 (February 2020): 132–39. http://dx.doi.org/10.5951/mtlt.2019.0087.

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In this manuscript we describe a lesson that utilizes an applet we designed to help students develop a conceptual understanding of the concept of function. We describe how removing algebraic representations and focusing on a real world context can support students' development of these conceptual understandings of the function concept.

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Lunde, Mai Lill Suhr, and Tone Fredsvik Gregers. "Students’ understanding of the cell and cellular structures." Nordic Studies in Science Education 17, no. 2 (April 28, 2021): 225–41. http://dx.doi.org/10.5617/nordina.7306.

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This study aimed to investigate Norwegian eighth-grade students’ preconceptions of cells, the development of their understanding of cellular structure and function during cell biology instruction, and their understanding of the cell as a system. We conducted pre- and posttests including drawings, images and statements with 28 students. Our findings indicate that most students had a simplified view of cells prior to instruction but developed significant knowledge about cellular structures and different types of cells during instruction. However, several misconceptions arose, and some students seemed to alter their correct preconceptions. This suggests that teachers need to address misconceptions during instruction and support integration of students’ previous and new knowledge. Additionally, we suggest that focusing on numerous structures and cells from different organisms confuses students and complicates the process of achieving a systemic view of the cell.

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Hsu, C. T., C. M. Bailey, and S. E. DiCarlo. ""Virtual rat": a tool for understanding hormonal regulation of gastrointestinal function." Advances in Physiology Education 276, no. 6 (June 1999): S23. http://dx.doi.org/10.1152/advances.1999.276.6.s23.

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This manuscript describes a "dry laboratory" using the "virtual rat" to help students understand the hormonal regulation of gastrointestinal function. The laboratory was modeled after a recent exercise that used the virtual rat to teach basic endocrine physiology. The virtual rat concept avoids the many obstacles associated with animal experimentation (for example, lack of adequate animal facilities, expense, equipment, and limited teacher experience). Our goal was to create a fun and educational experience while avoiding the complications associated with laboratory experimentation. No additional materials are required to complete this exercise. After finishing this laboratory, the students should have a greater understanding and appreciation for experimental design and the collection, analysis, and interpretation of data.

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Panjaitan, Arie Candra. "PERANAN REPRESENTASI BERBANTUAN SOFTWARE MAPLE PADA PEMBELAJARAN MATA KULIAH KALKULUS." MES: Journal of Mathematics Education and Science 4, no. 2 (June 26, 2019): 132–38. http://dx.doi.org/10.30743/mes.v4i2.1288.

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Abstract. Computers are essential tools for teaching, learning, and doing mathematics. Computers can visualize or represent mathematical ideas, organize and analyze data, and calculate effectively and accurately. Computers can help students conduct investigations through representations in various fields of mathematics such as geometry, calculus, statistics, algebra, measurements, and numbers. This paper discusses the role of Maple assisted representation in calculus learning. Representation is very supportive in increasing students' understanding of mathematical relations and concepts. There are three main functions of representation, namely complementing, constraining, and constructing. Complementing function is to complete the process and complete the information. The constraining function is to help students experience difficulties in a representation. The constructing function is to support constructing a deeper understanding of a concept. Students can get a deeper understanding if difficulties with only one representation. Maple software is a facility that is very supportive in making representations in learning mathematics as in calculus learning. By using Maple we can do numerical and symbolic calculations and perform graphical representations well. Maple can also effectively determine limits, derivatives, integrals, and a series of other functions and capabilities. With this Maple software capability, we can use it to improve students' understanding of calculus courses.Keywords: Representation, Computers, Maple, Calculus

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Faulkenberry, Eileen Durand, and Thomas J. Faulkenberry. "Transforming the Way We Teach Function Transformations." Mathematics Teacher 104, no. 1 (August 2010): 29–33. http://dx.doi.org/10.5951/mt.104.1.0029.

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Faulkenberry, Eileen Durand, and Thomas J. Faulkenberry. "Transforming the Way We Teach Function Transformations." Mathematics Teacher 104, no. 1 (August 2010): 29–33. http://dx.doi.org/10.5951/mt.104.1.0029.

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36

Collins, H. L., D. W. Rodenbaugh, T. P. Murphy, J. M. Kulics, C. M. Bailey, and S. E. DiCarlo. "An inquiry-based teaching tool for understanding arterial blood pressure regulation and cardiovascular function." Advances in Physiology Education 277, no. 6 (December 1999): S15. http://dx.doi.org/10.1152/advances.1999.277.6.s15.

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Educators are placing a greater emphasis on the development of cooperative laboratory experiences that supplement the traditional lecture format. The new laboratory materials should encourage active learning, problem-solving, and inquiry-based approaches. To address these goals, we developed a laboratory exercise designed to introduce students to the hemodynamic variables (heart rate, stroke volume, total peripheral resistance, and compliance) that alter arterial pressure. For this experience, students are presented with "unknown" chart recordings illustrating pulsatile arterial pressure before and in response to several interventions. Students must analyze and interpret these unknown recordings and match each recording with the appropriate intervention. These active learning procedures help students understand and apply basic science concepts in a challenging and interactive format. Furthermore, laboratory experiences may enhance the students' level of understanding and ability to synthesize and apply information. In conducting this exercise, students are introduced to the joys and excitement of inquiry-based learning through experimentation.

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Dauidenko, Susana. "Building the Concept of Function from Students' Everyday Activities." Mathematics Teacher 90, no. 2 (February 1997): 144–49. http://dx.doi.org/10.5951/mt.90.2.0144.

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In everyday life, people analyze information using algebraic thinking, often being unaware of doing so. Teachers can play an important role in helping students become aware of their own thought processes. Students should have the opportunity to bring their experiences into the mathematics class, reflect on their own thinking, and deepen their understanding of real problems.

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SASAKI, Tomonori, Kohei FUJIMOTO, and Yasuo MATSUMORI. "An Analysis of 5th Grade Elementary School Students’ Understanding of the Heart Function." Journal of Research in Science Education 62, no. 1 (July 30, 2021): 109–17. http://dx.doi.org/10.11639/sjst.sp20007.

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Iriyadi, Deni. "SELF ASSESSMENT TO KNOW UNDERSTANDING MATHEMATIC CONCEPT." Journal of Mathematics Education 3, no. 1 (June 12, 2018): 14–21. http://dx.doi.org/10.31327/jomedu.v3i1.525.

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This research is a qualitative study aimed to determine the students' understanding of the concept of matter limit. The subjects were students of class XI IPA 1 SMA Negeri 1 Watampone. The concept includes the definition of the limit. Data obtained using a research instrument in the form of self-assessment and then proceed with the interview subjects were selected based on the results of self-assessment has been done before. Analysis using qualitative analysis of students' understanding of the concept of the limit concept. The results of this study indicate that students' understanding of concepts some of which are not / do not understand especially regarding definitions limit. In addition students are also wrong about the resolution limit. Students who understand the concept of limit dinyakatakan them restate concepts, including examples and classify the sample to non-completion of function and limit the right results.

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Mustard, Tonya R., and Alastair V. E. Harris. "Problems in Understanding Prescription Labels." Perceptual and Motor Skills 69, no. 1 (August 1989): 291–94. http://dx.doi.org/10.2466/pms.1989.69.1.291.

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Reading prescription labels on medication bottles is often confusing. If medication is taken incorrectly, it may have deleterious effects. Questionnaires containing authentic prescription labels were administered to college students to interpret. Analysis suggests that less than half of those surveyed interpreted the labels correctly. Rated confidence in responding seemed to be a function of correctness.

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Lee, Young Kyoung, Eun Sook Kim, Ha Woo Lee, and Wan Young Cho. "An Analysis on the Understanding of Middle School Students about the Concept of Function Based on Integrated Understanding." Communications of Mathematical Education 30, no. 2 (May 15, 2016): 199–223. http://dx.doi.org/10.7468/jksmee.2016.30.2.199.

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Young, Donna M. "A Graphic Organizer for Polynomial Functions." Mathematics Teacher 106, no. 2 (September 2012): 160. http://dx.doi.org/10.5951/mathteacher.106.2.0160.

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Students often view questions about polynomials—finding the zeros of a polynomial function, solving a polynomial equation, factoring a polynomial, or writing a polynomial function given certain properties—as discrete, unconnected processes. To address students' confusion about the many directions given for working with polynomial functions and to enable them to gain a true, conceptual understanding of polynomial functions, I created a graphic organizer (see fig. 1).

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Odenweller, C. M., C. T. Hsu, and S. E. DiCarlo. "Educational card games for understanding gastrointestinal physiology." Advances in Physiology Education 275, no. 6 (December 1998): S78. http://dx.doi.org/10.1152/advances.1998.275.6.s78.

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In the last few years, there has been an emphasis on the development of creative educational materials that supplement the traditional lecture format. The new materials should engage students in interactive learning and enhance critical thinking, small group discussion, and problem-solving skills. To help students understand and apply basic science concepts in a challenging, interactive format, we developed two card games. Although the principles of the games can be adapted to many scientific disciplines, these specific games provide a unique opportunity to integrate, analyze, and interpret basic concepts of gastrointestinal (GI) physiology. Go GI and GI Rummy were developed to assist students in the understanding of GI physiology and were designed to function as a tool for learning lecture material. Both games were evaluated by medical, graduate, and high school students. Student evaluation of the educational material showed that the games were successful in promoting the learning of GI physiology and engaging students in the discussion of GI concepts. Through this new approach, the students' level of understanding and ability to apply and synthesize materials were enhanced.

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Sari, Puspita. "GeoGebra as a Means for Understanding Limit Concepts." Southeast Asian Mathematics Education Journal 7, no. 2 (December 29, 2017): 71–84. http://dx.doi.org/10.46517/seamej.v7i2.55.

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Limit is a major concept in calculus that underpins the concepts of derivatives and integrals. The common misconception about limits is that students treat the value of a limit of a function as the value of a function at a point. This happens because usually the teaching of limit only leads to a procedural understanding (Skemp, 1976) without a proper conceptual understanding. Some researchers suggest the importance of geometrical representations to a meaningful conceptual understanding of calculus concepts. In this research, GeoGebra as a dynamic software is used to support students’ understanding of limit concepts by bridging students' algebraic and geometrical thinking. In addition to this, realistic mathematicseducation (RME) is used as a domain theory to develop an instructional design regarding how GeoGebra could be used to illustrate and explore the limit concept of so that students will have a meaningful understanding both algebraically and geometrically. Therefore, this research aims to explore the hypothetical learning trajectory in order to develop students’ understanding of limit concepts by means of GeoGebra and an approach based on RME.The results show that students are able to solve limit problems and at the same time they try to make sense of the problem by providing geometrical representations of it. Thus, the use of geometric representations by GeoGebra and RME approach could provide a more complete understanding of the concepts of limit. While the results are interesting and encouraging and provide some promising directions, they are not a proof and a much larger study would be needed to determine if the results are due to this approach or due to the teachers’ enthusiasm, the novelty effect or what is known as the Hawthorne Effect.

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Berghia, Ștefania-Eliza, Bogdan Pahomi, and Daniel Volovici. "Understanding Romanian Texts by Using Gamification Methods." International Journal of Advanced Statistics and IT&C for Economics and Life Sciences 9, no. 1 (June 1, 2019): 52–57. http://dx.doi.org/10.2478/ijasitels-2019-0006.

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AbstractIn recent years, there has been increasing interest in the field of natural language processing. Determining which syntactic function is right for a specific word is an important task in this field, being useful for a variety of applications like understanding texts, automatic translation and question-answering applications and even in e-learning systems. In the Romanian language, this is an even harder task because of the complexity of the grammar. The present paper falls within the field of “Natural Language Processing”, but it also blends with other concepts such as “Gamification”, “Social Choice Theory” and “Wisdom of the Crowd”. There are two main purposes for developing the application in this paper:a) For students to have at their disposal some support through which they can deepen their knowledge about the syntactic functions of the parts of speech, a knowledge that they have accumulated during the teaching hours at schoolb) For collecting data about how the students make their choices, how do they know which grammar role is correct for a specific word, these data being primordial for replicating the learning process

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Hashimoto, Iwao, and Ayana Suzuki. "Psychological Function of Private Space for Self-Understanding and Identity Development in University Students." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 3C—080–3C—080. http://dx.doi.org/10.4992/pacjpa.81.0_3c-080.

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Hollar, Jeannie C., and Karen Norwood. "The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students' Understanding of Function." Journal for Research in Mathematics Education 30, no. 2 (March 1999): 220. http://dx.doi.org/10.2307/749612.

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Habre, Samer, and May Abboud. "Students’ conceptual understanding of a function and its derivative in an experimental calculus course." Journal of Mathematical Behavior 25, no. 1 (January 2006): 57–72. http://dx.doi.org/10.1016/j.jmathb.2005.11.004.

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Williams, Carol G. "Using Concept Maps to Assess Conceptual Knowledge of Function." Journal for Research in Mathematics Education 29, no. 4 (July 1998): 414–21. http://dx.doi.org/10.5951/jresematheduc.29.4.0414.

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In this study I examine the value of concept maps as instruments for assessment of conceptual understanding, using the maps to compare the knowledge of function that students enrolled in university calculus classes hold. Twenty-eight students, half from nontraditional sections and half from traditional sections, participated in the study. Eight professors with PhDs in mathematics also completed concept maps. These expert maps are compared with the student maps. Qualitative analysis of the maps reveals differences between the student and expert groups as well as between the 2 student groups. Concept maps proved to be a useful device for assessing conceptual understanding.

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Restianim, Vivien, Agnes Pendy, and Juwita Merdja. "Gaya Belajar Mahasiswa Pendidikan Matematika Universitas Flores dalam Pemahaman Konsep Fungsi." Science, and Physics Education Journal (SPEJ) 3, no. 2 (June 29, 2020): 48–56. http://dx.doi.org/10.31539/spej.v3i1.990.

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The purpose of this research is to find out the dominant learning style of students of Department of Mathematic Education University of Flores in understanding the function concept and also to find out the correlation between gender and learning style. Furthermore, to determine the effect of learning styles on the learning outcomes of function materials. This type of research is qualitative and quantitative research. The results of this research is the majority of students of of Department of Mathematic Education University of Flores have Social group learning styles with 43.21%. On the other hand, the majority of mathematics education students are women, but this does not affect the choice of learning styles. In this study, learning styles affect student learning outcomes on the understanding of the functions concept with an F count is 16.978 greater than F table = 3.96. Keyword: Learning style, Function, Gender, Learning outcome

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