Teaching functions in the elementary years, a developmental approach

grantor: University of TorontoThe concept of a function is an important one on which many higher order mathematical ideas depend. Traditionally, functions are introduced at the grade nine level, and research suggests that this topic is an extremely difficult one for students to learn. The purpose of the present study was to investigate the possibilities of teaching functions to two groups of grade six students (N = 20) using a developmental approach. An experimental curriculum was developed that included both classroom and computer activities and involved the integrated use of multiple representations of functions (i.e. graphic, algebraic, tabular, and verbal). Analyses of pre and post test measures showed that students improved significantly. The greatest change appeared on subskills that required translation among the multiple representations of functions, and application of the various representations. The findings suggest implications for including functions in the elementary mathematics curriculum.M.A