Teaching of Function in School Mathematics (I)

Based on the results of epistemological investigation into school-children's conception of function, the author criticizes the courses of study for the primary school (1968) and for the junior high school (1958 and 1969), and proves by experiments that teaching of function at the primary school level should be started with the abstraction of two quantities and that this will be done with good effects when school children have learnt set, co-ordination and relation