Rozprawy doktorskie: „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., 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.

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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, 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.

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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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Brawner, 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.

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Stahley, 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.

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Lannin, 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.

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Thesis (Ph. D.)--Illinois State University, 2001.
Title 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.

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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.

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Cho, 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.

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The 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.

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Keepers, Jerry K. Dossey John A. "The effect of a CAS on the development of student understanding of the function concept in a precalculus course". Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603517.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 2, 2006. Dissertation Committee: John Dossey (chair), Ronald Halinski, Lotus Hershberger, Thomas Shilgalis. Includes bibliographical references (leaves 70-74) and abstract. Also available in print.

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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.

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The technology principle in the Principles and Standards for School Mathematics (NCTM, 2000) states that technology plays an important role in how teachers teach mathematics and in how students learn mathematics. The purpose of this sequential explanatory mixed-methods study was to examine the impact of interactive applets on students’ understanding of parameter changes to parent functions. Students in the treatment classes were found to have statistically significantly higher posttest scores than students in the control classes. Although the data analysis showed a statistically significant difference between classes on procedural understanding, no statistically significant difference was found with regard to conceptual understanding. Student and teacher interviews provided insight on how and why the use of applets helped or hindered students’ understanding of parameter changes to parent functions.

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Looney, 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.

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Thesis (Ed.D.)--Boston University
PLEASE 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.
2031-01-02

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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.

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Philosophiae Doctor - PhD
This 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.

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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.

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In this thesis I describe a study of how the science of genetics is transformed into school science in upper secondary level textbooks and the impact that this transformation has on students’ understanding. The didactic challenge that we face is to decide which science from the academic disciplines we should bring into schools. Using the History and Philosophy of Science as my point of reference, I identified and categorized five multiple historical models of gene function: the Mendelian model, the classical model, the biochemical-classical model, the neoclassical model and the modern model. I then developed a research instrument to be used to analyse how these models are transformed within the educational system via textbooks. Biology and chemistry textbooks from Sweden, as well as a number from English speaking countries, were studied. The models used to describe gene function in the textbooks were investigated, as were the conceptual changes between the actual models and the way they are presented in textbooks. Finally I studied how the transformed science in textbooks is understood by students. I found that all the multiple historical models were used implicitly in the textbooks. The older historical models were presented more frequently, resulting in a simplified and deterministic description of genetics. Throughout the textbooks a specific model was usually described in a particular subject matter context. The models used in the textbooks were usually hybrid models consisting of features from several of the historical models, thus creating incommensurability. The textbooks do not provide any epistemological foundations to facilitate readers’ understanding of the implications of multiple models. Furthermore my results show that, when reading the textbooks, students’ have difficulties in detecting the use of multiple models, incommensurability, and the conceptual changes that occur in a content-specific context such as gene function. Overall, students’ understanding of the use of multiple models, conceptual change, and incommensurability reflects the way in which they are depicted in the textbooks. Students’ domain-specific difficulties in understanding genetics might therefore be due to the way science is transformed into school science. These findings indicate the importance of epistemological aspects in the transformation of science into school science, i.e. science as a way of knowing, not only for students’ understanding of the nature of science, but also for their understanding of the conceptual knowledge. The degree to which school science should mimic the academic discipline, as well as an understanding of what is lost in the transformation of science into school science, are key issues discussed in the thesis.

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Reed, Beverly M. "THE EFFECTS OF STUDYING THE HISTORY OF THE CONCEPT OF FUNCTION ON STUDENT UNDERSTANDING OF THE CONCEPT". Kent State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=kent1195713522.

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Pilipczuk, 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.

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Larsson, 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.

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The 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.

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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.

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Carter, 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.

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There has been a call from the national community of biologists and biology educators to increase biological literacy of undergraduate students, including understanding and application of core concepts. The structure and function relationship is a core concept identified by the wider biology community and by physiology faculty. Understanding of the core concept structure and function across multiple levels of organization may promote biological literacy. My research focused on the development of formative written assessment tools to provide insight into student understanding of structure and function in anatomy and physiology. In chapter two I developed automated scoring tools to facilitate the evaluation of written formative assessment based on structure and function. Formative written assessments allow students to demonstrate their thinking by encouraging students to use their diverse ideas to construct their responses. However, formative written assessments are not often used in the undergraduate biology classroom due to barriers, such as time spent grading and the intricacy of interpreting student responses. Automated scoring, such as lexical analysis and machine scoring, can examine student thinking in formative written responses. The core concept structure-function provides a foundation upon which many topics in anatomy and physiology can be built across all levels of organization. My research focused on the development of formative written assessment tools and automated scoring models to provide insight into student understanding of structure and function. My research objective was to examine student understanding of a core concept in anatomy and physiology by using automated scoring. Ten short answer questions were administered to students in a junior-level General Physiology course and a sophomore level Human Anatomy and Physiology course at a large Southeastern public university, and to students in Human Anatomy and Physiology courses at two Southeastern two-year colleges. Seventeen students were interviewed to determine if their responses to the short answer questions accurately reflected their thinking. Lexical analysis and machine scoring were used to build predictive models that can analyze student thinking about the structure-function relationship in anatomy and physiology with high agreement to human scoring. Less than half of the student responses in this study demonstrated conceptual understanding of the structure-function relationship. Automated scoring can successfully evaluate a large number of student responses in Human Anatomy and Physiology and General Physiology courses. In chapter three I compared conceptual understanding of structure and function in 2-yr and 4-yr student responses. Anatomy and physiology is taught at a variety of institutions, including 2-year community colleges and 4-year research universities. Regardless of the type of institution offering anatomy and physiology, conceptual understanding of the structure-function relationship is necessary to understand physiological processes. The focus of my research was to compare conceptual understanding of 2-year versus 4-year anatomy and physiology students by using written formative assessment. I hypothesize that differences in students’ academic readiness between two-year and four-year institutions may affect conceptual understanding and student performance. Based on prior research, I predict that there will be a difference in conceptual understanding of the core concept structure and function between two-year and four-year students in anatomy and physiology, and that the students at the two-year institution will not perform as well as the students at the four-year institution, as measured by performance on the constructed response questions. Responses to eight short answer essay questions were collected from students at both types of institutions from students in human anatomy and physiology over six semesters. My results demonstrated that there is a difference in conceptual understanding of the structure-function relationship between 2-year and 4-year students in anatomy and physiology with more 4-year students mentioning SRF concepts in their responses compared to the 2-year students. A potential reason for this difference may be college readiness. There was no difference in performance between institution types on structure-function concepts examined in the A&P II course. My results suggested that students may benefit from a focus on core concepts within the content of anatomy and physiology courses. This focus should occur in both the first and second semesters of anatomy and physiology. Instructors can use written formative assessment to allow students to demonstrate their conceptual understanding within the organ systems. In chapter four I investigated how question features affect student responses to anatomy and physiology formative assessment questions. Short answer essay questions contain features which are elements of the question which aid students in connecting the question to their existing knowledge. Varying the features of a question may be used to provide insight into the different stages of students’ emerging biological expertise and differentiate novice students who have memorized an explanation from those who exhibit understanding. I am interested in examining the cognitive level of questions, the use of guiding context/references in question prompts, and the order of questions, and how these features elicit student explanations of the core concept structure-function in anatomy and physiology. I hypothesized that varying the features of short answer questions may affect student explanations. Short answer questions based on the core concept ‘structure-function’ were administered to 767 students in a junior level General Physiology course and to 573 students in a sophomore level Human Anatomy and Physiology course at a large southeastern public university. Student responses were first human scored and then scored by using lexical analysis and machine scoring. Students were interviewed to examine their familiarity with levels of organization and to confirm their interpretation of the questions. Students demonstrated more conceptual understanding of four of the structure-function concepts when answering the understand questions and more conceptual understanding of two structure-function concepts when answering the apply questions. The question prompts provided a different context which may have influenced student explanations. There was no difference in conceptual understanding of the structure-function relationship with and without the use of a guiding context in the wording of the question prompt. For question sequence, students performed better on the last questions in the sequence, regardless of whether the last question was easier or more difficult. Instructors should provide students with questions in varying contexts and cognitive levels will allow students to demonstrate their heterogeneous ideas about a concept.

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Kuster, 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.

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In this research, I utilize the theoretical perspective Knowledge In Pieces to identify the knowledge resources students utilize while in the process of completing various differential equations tasks. In addition I explore how this utilization changes over the course of a semester, and how resources related to the concepts of function and rate of change supported the students in completing the tasks. I do so using data collected from a series of task-based individual interviews with two students enrolled in separate differential equations courses. The results provide a fine-grained description of the knowledge students consider to be productive with regard to completing various differential equations tasks. Further the analysis resulted in the identification of five ways students interpret differential equations tasks and how these interpretations are related to the knowledge resources students utilize while completing the various tasks. Lastly, this research makes a contribution to mathematics education by illuminating the knowledge concerning function and rate of change students utilize and how this knowledge comes together to support students in drawing connections between differential equations and their solutions, structuring those solutions, and reasoning with relationships present in the differential equations.
Ph. D.

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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.

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The learning difficulties prevalent among mathematics students are widely documented. This case study explores the difficulties experienced by National Certificate (Vocational) Level 2 mathematics students at a Technical and Vocational Education and Training (TVET) College in Gauteng in the learning of functions. The primary research question was: What conceptual and procedural knowledge difficulties do NC(V) L2 students experience when learning the concept of functions in mathematics? Qualitative data was generated from the students (n=17) through lesson observations, test responses and interviews. The convenient sample of students all belonged to one L2 mathematics class. The findings revealed that the students experience conceptual knowledge difficulties in terms of defining a function, identifying functions, translating between representations of functions, and interpreting the behaviour of a function. The findings also revealed procedural knowledge difficulties prevalent among the students. The errors that students committed in this regard included factorisation errors, structural errors, misapplication and modification of the rules. In general, the findings indicated that the students in this sample lack procedural knowledge and conceptual understanding of functions. The lesson observations revealed a prevalence of several misconceptions regarding functions among the students which were seemingly not recognised nor remedied by the teacher. The teacher’s instructional practices thus appeared to be among the possible sources of the difficulties that the students experience in the learning of functions. This finding was also confirmed by the students during the interviews. Shaky foundations from previous grades were also a factor.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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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.

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Herman, 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.

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Windsor, 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.

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Abbey, 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.

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Chan, 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.

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Balyta, 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.

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Teachey, 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/.

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This study investigated the achievement of gifted students on mathematics problems that were designed to assess both conceptual and procedural knowledge of polynomial functions, and it attempted to determine the impact of the students? mathematical belief systems on this achievement. The students were enrolled in a three-week Algebra II course at a summer program for gifted mathematics students. Data sources were belief scales, in-class examinations, and in-depth interviews. Qualitative and quantitative analyses indicated that the students were able to make a variety of connections among concepts related to polynomials and functions, and they easily applied their mathematical knowledge to real world phenomena. The participants suffered, however, from several misconceptions relating to the understanding of the roles of the independent and dependent variables in functions. They also struggled with the concept of symmetry and how it relates to polynomial functions. Statistical analyses suggested that belief systems were correlated with achievement, but the conclusions from this study were ambiguous since the correlations were unexpectedly negative. Through its identification of potential conceptual difficulties that gifted students may encounter in their learning of polynomial functions, this study suggested specific topics that teachers of gifted students should consider when planning their instructional activities.

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Brown, 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.

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The introduction of graphing calculators into senior secondary schools and mandating of their use in high stakes assessment makes student expertise in finding a complete graph of a function essential. This thesis investigated the cognitive, metacognitive, mathematical, and technological processes senior secondary students used in seeking a complete graph of a difficult cubic function. A pretest of function knowledge was administered to two mixed ability classes in their final two years of secondary school. Five pairs of experienced users of TI-83 or 82 graphing calculators from these classes were audio and videotaped solving a problem task. Protocols were constructed and subjected to intensive qualitative macroanalysis and microanalysis using tools developed by the researcher from Schoenfeld’s work.
The 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.

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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.

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Thesis (M.S.)--Southern Illinois University Carbondale, 2006.
"Department of Molecular Biology, Microbiology, Biochemisty and Cell Biology." Includes bibliographical references (leaves 76-86). Also available online.

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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.

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Thesis (M.S.)--Southern Illinois University Carbondale, 2007.
"Department of Molecular Biology, Microbiology, and Biochemisty." Includes bibliographical references (leaves 61-72). Also available online.

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Kinnick, Tyson Rand. "Understanding the Function of Bestrophin". Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/193686.

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The purpose of this study was to investigate the function of the protein bestrophin-1 (best-1). Previous studies have suggested that best-1 is either a Ca++-activated Cl- channel (ClCa) and/or that it is a regulator of Ca++ induced responses in the retinal pigment epithelium (RPE).Experiments were performed on whole monolayers of cultured primary fetal human retinal pigment epithelium (fhRPE). The amount and polarity of the transduced proteins exposed at the cell surface, as assessed by domain selective biotinylation, was not altered by overexpression of best-1 or the best-1 mutants W93C or R218C. Best-1 (Wt) transduction of fhRPE increased baseline short circuit current (Isc) over Controls and best-1 mutant experimental groups during electrophysiology on whole monolayers. Cl-ion substitution in the Wt group caused a reduction in Isc that was reversible upon re-introduction of Cl- to the bathing solution. Cl-ion substitution did not significantly alter Isc in any other experimental group. This data supports a regulatory function for best-1 for Cl- transport across the epithelium.Application of the Ca++-ionophore ionomycin resulted in a biphasic response in Control monolayers, which was reduced in monolayers overexpressing best-1. Following exposure to ionomycin, NFA was used to block ClCa currents. NFA resulted in a decrease in the TEP of Controls and Wt monolayers to approximately half the value observed at the maximal response to ionomycin (Peak 2 or P2). The Isc response of Control and Wt monolayers mimicked the TEP response, resulting in an Isc at the end of exposure to NFA that was the same as the Isc at Peak 1 (P1) of the biphasic response to ionomycin. This suggests that ClCa currents are at most responsible for P2 of the ionomycin response, but this is not exclusive of other channels sensitive to NFA being involved. R218C expressing cells showed little response to Ca++ and NFA, and W93C cells were not responsive.In conclusion, with the cellular expression and polarity of best-1 and best-1 mutants the same, the data from the present study support a Ca++ regulatory role for best-1 that functions to prime the RPE to respond to changes in intracellular Ca++.

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Seneviratne, Herana Kamal. "Towards Understanding Dirigent Protein Function". Thesis, Washington State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10269677.

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Plants 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.

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Slauson, Leigh Victoria. "Students' conceptual understanding of variability". Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199117318.

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Ireson, Gren. "Students' understanding of quantum phenomena". Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7381.

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Alionte, Florentina. "Students understanding of integral calculus". Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-27799.

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Det här arbetet har haft som syfte att ta reda på vilka uppfattningar eleverna på en Komvuxskola har om integralkalkyl. I undersökningen medverkade 28 elever och fyra av dem blev intervjuade. Jag använde mig av ett skriftligt test och kvalitativa ostrukturerade intervjuer som undersökningsmetoder. Studiens resultat visade att endast några elever tolkade begreppen primitiv funktion samt integral som ett objekt och utvecklade relationell förståelse. De andra eleverna som på det skriftliga testet kunde tillämpa reglerna för att bestämma primitiva funktioner och för att beräkna integraler, uppfattade begreppen som en process och utvecklade instrumentell förståelse. De felaktiga svaren grundade sig på svårigheter med: algebraiska manipulationer, grundläggande algebra och hantering av grafräknaren. När det gäller elevernas förståelse om sambandet mellan funktionens och primitiva funktionens graf visade eleverna svårigheter med övergången från den grafiska till den symboliska representationsformen. De eleverna som använde sig av grafräknaren på ett effektivt sätt fick bättre resultat än de andra som skrev att grafräknaren inte kom till någon användning.

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Slauson, Leigh Victoria. "Students' conceptual understanding of variablity". The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1199117318.

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Gooya, Zahra. "Students' conceptual understanding of calculus". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28056.

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The purpose of this study was to identify the nature of students' conceptual understanding of two concepts of calculus namely, derivative and function. As a way of collecting data two methods were employed: (a) modification of Piagetean clinical interview; and, (b) tutorial sessions. Whenever the students seemed to be confused about the issues being discussed, the researcher provided instructions through the tutorial sessions. The analysis of data was done by developing individual profiles and by response categories. It was found that the interview methodology was effective in revealing some aspects of students' concept images. The students were found to have little meaningful understanding of derivative. A number of students held proper concept images of function which should lead to the development of an appropriate concept definition. It was also evident from the study that students had adequate skill in using algorithm to solve problems. The results of the study would be useful to the instructors of calculus. It was suggested that introducing a concept by its formal definition would contribute to students' confusions and difficulties. Yet if a concept is presented by means of meaningful examples, students had better opportunity to develop their concept images. Thus leading them to form concept definitions. The researcher strongly recommended that more challenging exercises be posed to the students in problem-solving situations.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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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.

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Lau, 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.

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Oliver, 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.

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Moss, Catherine. "Understanding Students' Perceptions of Cultural Diversity". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5106.

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Diversity is a positive aspect of a student's educational experience. Current literature supports the value of diversity, confirming that skills are developed within a diverse learning environment that prepares students to thrive in a competitive global economy. The leadership at University X (UX) had implemented various initiatives to improve diversity, yet the problem addressed in this study was that students perceived differently, citing that diversity growth lacked progress. The goal of this single case study was to bring forth change with a specific intervention created to elevate diversity and a positive campus climate. Maslow's hierarchy of needs was used to explore the perceptions of 8 students regarding diversity progress at UX. Research questions focused on why students perceived little progress had been made toward diversity and how the culture could support diverse students. Face-to-face interviews yielded data analyzed through a descriptive approach, generating findings baring 2 central themes: communication and the existing cultural environment. The resulting project consists of a position paper proposing 2 bold strategies for infusing diversity and inclusion on the campus. Strategy 1 outlines a communication plan designed to facilitate review of UX's guiding documents, along with a regular, ongoing method for communicating to the campus. Strategy 2 proposes the implementation of a university wide cultural sensitivity training for campus membership to heighten cultural awareness. This project contributes to social change by raising knowledge and recognition of cultural diversity that will help perpetuate student persistence, intercultural competency, quality social interactions, a positive racial climate, and well-developed cognitive and leadership skills within the student body.

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Lehtinen, S. K. "Gene and protein networks in understanding cellular function". Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/1470874/.

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Over the past decades, networks have emerged as a useful way of representing complex large-scale systems in a variety of fields. In cellular and molecular biology, gene and protein networks have attracted considerable interest as tools for making sense of increasingly large volumes of data. Despite this interest, there is still substantial debate over how to best exploit network models in cellular biology. This thesis explores the use of gene and protein networks in various biological contexts. The first part of the thesis (Chapter 2) examines protein function prediction using network-based ‘guilt-by-association’ approaches. Given the falling costs of genome sequencing and the availability of large volumes of biological data, automated annotation of gene and protein function is becoming increasingly useful. Chapter 2 describes the development of a new network-based protein function prediction method and compares it to a leading algorithm on a number of benchmarks. Biases in benchmarking methods are also explicitly explored. The second part (Chapters 3 and 4) explores network approaches in understanding loss of function variation in the human genome. For a number of genes, homozygous loss of function appears to have no detrimental effect. A possible explanation is that these genes are only necessary in specific genetic backgrounds. Chapter 3 develops methods for identifying these types of relationships between apparently loss of function tolerant genes. Chapter 4 describes the use of networks in predicting the functional effects of loss of function mutations. The third part of the thesis (Chapters 5 and 6) uses network representations to model the effects of cellular stress on yeast cells. Chapter 5 examines stress induced changes in co-expression and protein interaction networks, finding evidence of increased modularisation in both types of network. Chapter 6 explores the effect of stress on resilience to node removal in the co-expression networks.

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Tripathy, 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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For decades electrophysiologists have recorded and characterized the biophysical properties of a rich diversity of neuron types. This diversity of neuron types is critical for generating functionally important patterns of brain activity and implementing neural computations. In this thesis, I developed computational methods towards quantifying neuron diversity and applied these methods for understanding the functional implications of within-type neuron variability and across-type neuron diversity. First, I developed a means for defining the functional role of differences among neurons of the same type. Namely, I adapted statistical neuron models, termed generalized linear models, to precisely capture how the membranes of individual olfactory bulb mitral cells transform afferent stimuli to spiking responses. I then used computational simulations to construct virtual populations of biophysically variable mitral cells to study the functional implications of within-type neuron variability. I demonstrate that an intermediate amount of intrinsic variability enhances coding of noisy afferent stimuli by groups of biophysically variable mitral cells. These results suggest that within-type neuron variability, long considered to be a disadvantageous consequence of biological imprecision, may serve a functional role in the brain. Second, I developed a methodology for quantifying the rich electrophysiological diversity across the majority of the neuron types throughout the mammalian brain. Using semi-automated text-mining, I built a database, Neuro- Electro, of neuron type specific biophysical properties extracted from the primary research literature. This data is available at http://neuroelectro.org, which provides a publicly accessible interface where this information can be viewed. Though the extracted physiological data is highly variable across studies, I demonstrate that knowledge of article-specific experimental conditions can significantly explain the observed variance. By applying simple analyses to the dataset, I find that there exist 5-7 major neuron super-classes which segregate on the basis of known functional roles. Moreover, by integrating the NeuroElectro dataset with brain-wide gene expression data from the Allen Brain Atlas, I show that biophysically-based neuron classes correlate highly with patterns of gene expression among voltage gated ion channels and neurotransmitters. Furthermore, this work lays the conceptual and methodological foundations for substantially enhanced data sharing in neurophysiological investigations in the future.

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