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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/.
Pełny tekst źródłaRonda, Erlina R., i 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.
Pełny tekst źródłaLambertus, 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/.
Pełny tekst źródłaCowan, 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.
Pełny tekst źródłaJensen, 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.
Pełny tekst źródłaParent, Jennifer Suzanne Stokes. "Students' Understanding Of Quadratic Functions: Learning From Students' Voices". ScholarWorks @ UVM, 2015. http://scholarworks.uvm.edu/graddis/376.
Pełny tekst źródłaLeung, Suk-fong, i 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.
Pełny tekst źródłaLeung, 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.
Pełny tekst źródłaWang, 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/.
Pełny tekst źródłaNickerson, 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.
Pełny tekst źródłaBrawner, Bowen Fouts. "A function-based approach to algebra : its effects on the achievement and understanding of academically-disadvantaged students /". Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008287.
Pełny tekst źródłaStahley, John R. "Students' Qualitative Understanding of the Relationship between the Graph of a Function and the Graphs of Its Derivatives". Fogler Library, University of Maine, 2011. http://www.library.umaine.edu/theses/pdf/StahleyJR2011.pdf.
Pełny tekst źródłaLannin, John K. Langrall Cynthia Willey. "Developing middle school students' understanding of recursive and explicit reasoning". Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3006621.
Pełny tekst źródłaTitle from title page screen, viewed April 25, 2006. Dissertation Committee: Cynthia W. Langrall (Chair), Graham A. Jones, Tami S. Martin, Patricia H. Klass. Includes bibliographical references (leaves 138-146) and abstract. Also available in print.
Masingila, Joanna O. "Calculus students' understandings of the concepts of function transformation, function composition, function inverse and the relationships among the three concepts". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2008. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaCho, Young Doo. "College Students' Understanding of the Domain and Range of Functions on Graphs". Thesis, State University of New York at Buffalo, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3565727.
Pełny tekst źródłaThe mathematical concept of function has been revisited and further developed with regularity since its introduction in ancient Babylonia (Kleiner, 1989). The difficulty of the concept of a function contributes to complications when students learn of functions and their graphs (Leinhardt, Zaslavsky, & Stein, 1990). To understand the concept of a function, students must understand the sub-concepts, such as correspondence, domain, and range. A function's domain and range are critical to understanding the graph of that function.
Through a review of the literature, it is apparent that many researchers have studied students' concepts of functions. However, no study has focused on how students understand the graphical representation of a function's domain and range. In this research, I explored students' transitional conceptions (often referred to by those with different theoretical framings as "misconceptions") of the domain and range of a graphical representation of a function. The research questions are as follows: 1. Which conceptions and strategies are evident when students consider the domain and range of a graphical representation of a function? 2. How do students' use of strategies and their understanding of concepts and representations impact their understanding of the domain and range of a graphical representation of a function?
The findings of this study exposed that many students have diverse transitional strategies and conceptions. Twenty-two strategies and conceptions were discovered. These were categorized as (a) projecting graphs to the x-axis or y-axis, (b) following or tracing graphs, (c) working with horizontal lines and discontinuous functions, and (d) representing with interval notation. Among the 22 strategies and conceptions, four are grouped as the fully developed strategies and the other four are the partially transitional strategies and conceptions, while the remaining 14 are the transitional strategies and conceptions.
Among transitional strategies and conceptions, three strategies and conceptions were predominantly used by the majority of the interviewees: (a) difficulty with the notation in representing the range of horizontal lines, (b) belief that a horizontal line or segment of a line has no range, and (c) tracing or chasing the graph from left to right. In addition, most transitional strategies and conceptions stem from measuring the range of a graph, not the domain. This implies the need for more instructional focus on measuring the range as well as for additional study on the matter.
Keepers, Jerry K. Dossey John A. "The effect of a CAS on the development of student understanding of the function concept in a precalculus course". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603517.
Pełny tekst źródłaTitle from title page screen, viewed May 2, 2006. Dissertation Committee: John Dossey (chair), Ronald Halinski, Lotus Hershberger, Thomas Shilgalis. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.
McClaran, Robin R. "INVESTIGATING THE IMPACT OF INTERACTIVE APPLETS ON STUDENTS’ UNDERSTANDING OF PARAMETER CHANGES TO PARENT FUNCTIONS: AN EXPLANATORY MIXED METHODS STUDY". UKnowledge, 2013. http://uknowledge.uky.edu/stem_etds/2.
Pełny tekst źródłaLooney, Susan Coppa. "A study of students' understanding of patterns and functions in grades 3-5". Thesis, Boston University, 2004. https://hdl.handle.net/2144/31983.
Pełny tekst źródłaPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
The purpose of this study was to gain insight into students' understanding of the concept of function by assessing their abilities to continue a pattern, and to represent the functional relationship between an element in a pattern and its position in that pattern using words and symbols. The study also sought to identify differences in performance that could be attributed to grade level or the type of format, function or task. The population consisted of 228 subjects from Grades 3, 4, and 5, from three elementary schools in a suburban city in Massachusetts. To assess student's understanding of the concepts of patterns and functional relationships, the Generalizing Number Patterns (GNP) instrument was developed. The GNP consists of six problems. Two problems are presented in each of three formats: as tables of data, as pictures, and as arrays. Two different linear functions are presented within each format. Accompanying each of the six problems are three tasks: continue the pattern, describe the pattern in words, and generalize the relationship symbolically. Statistical analyses were performed to determine the effect of grade level, format, function type, and task type on performance on the GNP, and to determine the relationship between solution strategy and grade level, format, function type, and success in representing the functional relationship in words and with symbols. Analyses showed that grade level, format, and task type were significant factors for success. Subjects in Grade 5 performed significantly better than did those in Grade 4; followed by subjects in Grade 3. Scores were highest for the format of tables, followed by pictures, and then arrays. Subjects were significantly more successful solving continue type tasks followed by describe tasks and then symbolize tasks. The type of function was not a significant factor in overall success on the GNP. There was a significant relationship between solution strategy and grade level, format, and function type. Subjects who used the strategy of covariation were significantly more successful in generalizing relationships with both words and symbols.
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Tsvigu, Chipo. "Students' experiences, learning styles and understanding of certain calculus concepts: A case of distance learning at the Zimbabwe open University". Thesis, University of the Western Cape, 2007. http://hdl.handle.net/11394/8480.
Pełny tekst źródłaThis study attempts to understand how distance education practices influence the learning of calculus. Understanding student learning in a distance education environment is an important factor to consider in improving the learning experiences of those students who for one reason or the other opt not to study in conventional institutions of higher education. On one hand, understanding student learning may illuminate the influences that the learning environment has on student learning and on the other hand, it may inform on how learning experiences can be improved. The aim of this study is to acquire a deeper understanding of the diverse manner in which distance students learn calculus. Specific focus is also placed on how the distance education context of the Zimbabwe Open University (ZOU) influences student learning. The study describes a group of students' experiences of learning calculus in the ZOU distance education environment. The study also describes the students' learning styles and relates these to their mathematical understanding of certain calculus concepts. The specific content topics of "limit of function" and "derivative of function" are used to view achievement and performance, thereby indicating the distance students' mathematical understanding. The information processing learning theory is used as the theoretical framework for this study. The constructs of learning styles and mathematical understanding are used to illuminate the student's learning processes. The study used the Felder-Silverman learning styles model and Hiebert and Carpenter's notion of mathematical understanding to expound these constructs. The distance education environment of the B.Sc. Mathematics and Statistics (BSMS) programme at the ZOU provided the context of the study and an interpretive case study approach was adopted. A group of students registered in a first year first semester calculus course were studied. Data were collected from students based in four ZOU regional centres; namely Harare, Mashonaland Central, Mashonaland West, and Masvingo. These regional centres were conveniently selected for the study on the basis of proximity and accessibility. A total sample of twenty six students was involved and data for the in-depth part of the study emanated from five students who were purposively selected to participate in interviews. The interviewees were selected on the basis of their performance in a written calculus test. Data for this study were collected through use of learning journals, learning styles preference questionnaires, calculus tests and interviews. The data on students' learning experiences were predominantly qualitative in nature though supported by some quantitative data. The data on learning styles and mathematical understanding were also qualitatively analysed and presented case by case for the five interviewees. The study established that in a distance education system, the type of learning environment has the potential to influence students' learning, both positively and negatively, of which the main contributing factor is the learning support system. The study found that the learning support system provided by the institution and distance educators can have an impact on student learning. With reference to the calculus course in the BSMS programme, the study identified specific aspects where the environment facilitated or deterred learning. The study also revealed that students have varied learning style preferences, and that the learning environment has the potential to impact on students' learning styles. Since learning styles occupy a central place when it comes to improving distance learning materials, the study further explored the relationship between the constructs of learning styles and mathematical understanding. The study revealed that students' learning styles can influence the students' mathematical understanding. Improving students' learning in a distance education environment rests mainly on improving the learning materials and the support systems. A carefully designed and well supported instructional distance learning package can facilitate learning. Implications of the findings point towards the improvement of the distance teaching processes through the improvement of learning materials and the learning support systems for the BSMS distance education programme.
Gericke, Niklas. "Science versus School-science : Multiple models in genetics - The depiction of gene function in upper secondary textbooks and its influence on students' understanding". Doctoral thesis, Karlstads universitet, Avdelningen för biologi, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
Pełny tekst źródłaReed, Beverly M. "THE EFFECTS OF STUDYING THE HISTORY OF THE CONCEPT OF FUNCTION ON STUDENT UNDERSTANDING OF THE CONCEPT". Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1195713522.
Pełny tekst źródłaPilipczuk, Cynthia H. "The effect of graphing technology on students' understanding of functions in a precalculus course". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.67 Mb., 173 p, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:1435927.
Pełny tekst źródłaLarsson, Caroline. "Critical aspects of Understanding of the Structure and Function of the Cell Membrane : Students' interpretation of visualizations of transport through the cell membrane". Thesis, Linköping University, Department of Behavioural Sciences and Learning, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-11045.
Pełny tekst źródłaThe aim for this research report is to categorize and describe students’ conceptions about the structure and function of the cell membrane from a phenomenographic and variation theory perspective. Students’ ability to understand different concepts depends on their ability to comprehend certain critical features of the content. The critical feature of understanding the structure of the cell membrane investigated here is the polar and non-polar properties of molecules. The critical feature of understanding the function of the cell membrane is transport through the cell membrane. Another aim is to investigate what animations, concerning cellular transport, can contribute to teaching and students understanding of the cell membrane. Furthermore, a subordinated aim is to distinguish whether there are any existing differences and similarities between South Africa and Sweden in consideration to students’ conceptions about the cell membrane.
Two different methods of data collection, questionnaires and semi-structured interviews, were used in this investigation. 80 students participated in the questionnaire and 5 students participated in the interviews.
Four categories of conceptions about the characteristics of polar and non-polar molecules have been identified. Furthermore, one of the most remarkable and notable findings discovered are that most teachers and students are not aware of the current scientific view on how water molecules are transported through the cell membrane. Knowledge about aquaporines, discovered by Agre in 1992, seems to be almost non-existing in science education in upper secondary school, in Sweden and South Africa as well. Furthermore, students experience animations to be complex and which in some cases seem to be regarded as messy representation. Simultaneously they strongly emphasise the need for animations to support learning and remembering. Animations can be seen as a source of variation in teaching. The conceptions described occurred both among the South African students as well among the Swedish students. Also similarities concerning students’ conceptions have been discerned between the two countries investigated. For example there could be that South African students possess a richer understanding for the concept of the cell membrane than the Swedish students, but find it more difficult to move between different contexts.
Gericke, Niklas. "Science versus school-science : multiple models in genetics : the depiction of gene function in upper secondary textbooks and its influence on students' understanding /". Karlstad : Faculty of Social and Life Sciences, Biology, Karlstads universitet, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-3177.
Pełny tekst źródłaCarter, Kelli Patrice. "Investigating Student Conceptual Understanding of Structure and Function by Using Formative Assessment and Automated Scoring Models". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7761.
Pełny tekst źródłaKuster, Jr George Emil. "On the role of student understanding of function and rate of change in learning differential equations". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71827.
Pełny tekst źródłaPh. D.
Sehole, Lorraine Mmabyalwa. "Mathematics difficulties experienced by National Certificate (Vocational) Level 2 students in the learning of functions". Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78493.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted
Marchi, Dominic J. "A Study of Student Understanding of the Sine Function through Representations and the Process and Object Perspectives". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343253667.
Pełny tekst źródłaHerman, Marlena F. "Relationship of college students' visual preference to use of representations : conceptual understanding of functions in Algebra /". The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486462067840983.
Pełny tekst źródłaWindsor, Annette. "A descriptive study of level three advanced mathematics students' conceptual understanding of the roots of polynomial functions". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq23187.pdf.
Pełny tekst źródłaAbbey, Karen Diane. "Students' Understanding of Deriving Properties of a Function's Graph from the Sign Chart of the First Derivative". Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/AbbeyKD2008.pdf.
Pełny tekst źródłaChan, Ho-yee Annie. "The effect of "Winplot" a graphic geometry software on students' understanding of the relationship between exponential and logarithmic functions". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35312300.
Pełny tekst źródłaBalyta, Peter. "The effects of using motion detector technology to develop conceptual understanding of functions through dynamic representation in grade 6 students". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/MQ47792.pdf.
Pełny tekst źródłaTeachey, Angela Lynne. "Investigations in Conceptual Understanding of Polynomial Functions and the Impact of Mathematical Belief Systems on Achievement in an Accelerated Summer Program for Gifted Students". NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-05162003-160331/.
Pełny tekst źródłaBrown, Jill P. "An insight into student understanding of functions in a graphing calculator environment". Connect to thesis, 2003. http://repository.unimelb.edu.au/10187/490.
Pełny tekst źródłaThe findings were: (1)all students demonstrated understanding of the local and global nature of functions and the synthesis of these in determining a complete graph; (2) a range of mathematical and graphing calculator knowledge was applied in seeking a global view of the function with their combined application being more efficient and effective; (3) an understanding of automatic range scaling features facilitated efficient finding of a global view; (4) all pairs demonstrated having a clear mental image of the function sought and the possible positions of the calculator output relative to this; (5) students were able to resolve situations involving unexpected views of the graph to determine a global view; (6) students displayed understanding of local linearity of a function; (7) when working in the graphical representation, students used the algebraic but not the numerical representation to facilitate and support their solution; (8) scale marks were used to produce more elegant solutions and facilitate identification of key function features to produce a sketch but some students misunderstood the effect of altering these; (9) pairs differed in the proportion of cognitive and metacognitive behaviours demonstrated with question asking during evaluation supporting decision making; (10) correct selection of xxi an extensive range of graphing calculator features and use of dedicated features facilitated efficient and accurate identification of coordinates of key function features.
Rakowski, Brandon. "Understanding CXCL10 function in vivo /". Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1240690301&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródła"Department of Molecular Biology, Microbiology, Biochemisty and Cell Biology." Includes bibliographical references (leaves 76-86). Also available online.
Okafor, Jude-Patrick O. "Understanding CXCL11 function in vivo /". Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1324370171&sid=26&Fmt=2&clientId=1509&RQT=309&VName=PQD.
Pełny tekst źródła"Department of Molecular Biology, Microbiology, and Biochemisty." Includes bibliographical references (leaves 61-72). Also available online.
Kinnick, Tyson Rand. "Understanding the Function of Bestrophin". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193686.
Pełny tekst źródłaSeneviratne, Herana Kamal. "Towards Understanding Dirigent Protein Function". Thesis, Washington State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269677.
Pełny tekst źródłaPlants produce a dazzling collection of chemical compounds with great structural and functional diversity that are known as specialized metabolites which have important roles in plant defense responses. Most significantly, these chemical entities serve as rich and important source of biologically active pharmaceuticals. Although much has been known about the immense importance of these specialized metabolites, little is known about how they are produced in plants.
The evolution of the biochemistry of vascular plants depend extensively upon unique phenoxy radical-radical coupling reactions to produce different chemical compounds. In this regard, a group of proteins called dirigent proteins (DPs) control the stereoselectivities of above-mentioned coupling processes to engender a class of specialized metabolites known as lignans. In particular, lignans represent a large class of plant specialized metabolites which exhibit a broad range of physiological functions and potential medicinally important therapeutic properties. Even though there are many dirigent homologs in the plant kingdom, we do not know the precise functions of these homologous proteins.
This dissertation describes the elucidation of the biochemical function of a dirigent homolog, i.e. PsDRR206 and localization of phytoalexin pathway in pea (Pisum sativum) pods using high-resolution mass spectrometry techniques. From the studies described herein, the metabolite associated with PsDRR206 gene was identified as pinoresinol monoglucoside. Additionally, the localization of selected phytoalexins including pinoresinol monoglucoside as well as (+)-pisatin was determined as the endocarp epidermal cell layer of pea pod tissue. The results from these studies provide new insights for plant biochemistry research through gaining the knowledge of important biological processes occurring in nature.
Slauson, Leigh Victoria. "Students' conceptual understanding of variability". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199117318.
Pełny tekst źródłaIreson, Gren. "Students' understanding of quantum phenomena". Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7381.
Pełny tekst źródłaAlionte, Florentina. "Students understanding of integral calculus". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27799.
Pełny tekst źródłaSlauson, Leigh Victoria. "Students' conceptual understanding of variablity". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1199117318.
Pełny tekst źródłaGooya, Zahra. "Students' conceptual understanding of calculus". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28056.
Pełny tekst źródłaEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Whistler, Catherine. "Approaches to understanding the function of inversin". Thesis, University of Newcastle Upon Tyne, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437958.
Pełny tekst źródłaLau, Wai-man, i 劉慧敏. "Fostering students' conceptual understanding in genetics". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30206777.
Pełny tekst źródłaOliver, Mary Colette. "Investigations into students' understanding of evolution". Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.390843.
Pełny tekst źródłaMoss, Catherine. "Understanding Students' Perceptions of Cultural Diversity". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.
Pełny tekst źródłaLehtinen, S. K. "Gene and protein networks in understanding cellular function". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1470874/.
Pełny tekst źródłaTripathy, Shreejoy J. "Understanding the Form and Function of Neuronal Physiological Diversity". Research Showcase @ CMU, 2013. http://repository.cmu.edu/dissertations/318.
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