Comparison of students' understanding of functions in classes following English and Israeli national curricula

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dc.contributor.author Watson, A
dc.contributor.author Ayalon, M
dc.contributor.author Lerman, S
dc.date.accessioned 2021-08-12T13:39:03Z
dc.date.available 2021-08-12T13:39:03Z
dc.date.issued 2017-12-02
dc.identifier.citation Watson Anne, Ayalon Michal, Lerman Stephen (2018). Comparison of students' understanding of functions in classes following English and Israeli national curricula Educational Studies in Mathematics, 2019, 97 (3) pp. 255 - 272. en_ZA
dc.identifier.issn 00131954
dc.identifier.uri https://hdl.handle.net/10539/31494
dc.description.abstract This paper arises from a study of how concepts related to understanding functions develop for students across the years of secondary/high school, using small samples from two different curricula systems: England and Israel. We used a survey consisting of function tasks developed in collaboration with teachers from both curriculum systems. We report on 120 higher achieving students, 10 from each of English and Israeli, 12–18 years old. Iterative and comparative analysis identified similarities and differences in students’ responses and we conjecture links between curriculum, enactment, task design, and students’ responses. Towards the end of school, students from both curriculum backgrounds performed similarly on most tasks but approached these by different routes, such as intuitive or formal and with different understandings, including correspondence and covariational approaches to functions. en_ZA
dc.language.iso en en_ZA
dc.publisher Springer Netherlands en_ZA
dc.rights Copyright © 2017, Springer Science Business Media B.V., part of Springer Nature en_ZA
dc.subject Curriculum en_ZA
dc.subject Functions en_ZA
dc.subject Students’ understanding of functions en_ZA
dc.title Comparison of students' understanding of functions in classes following English and Israeli national curricula en_ZA
dc.type Article en_ZA
dc.journal.volume 97 en_ZA
dc.journal.title Educational Studies in Mathematics en_ZA
dc.description.librarian MS2021 en_ZA
dc.journal.link https://doi.org/10.1007/s10649-017-9798-8 en_ZA
dc.journal.issue 3 en_ZA
dc.article.start-page 255 en_ZA
dc.article.end-page 272 en_ZA
dc.faculty Faculty of Humanities en_ZA
dc.school Wits School of Education en_ZA


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