TOOL USE AND THE DEVELOPMENT OF THE FUNCTION CONCEPT: FROM REPEATED CALCULATIONS TO FUNCTIONAL THINKING
 Michiel Doorman,
 Paul Drijvers,
 Koeno Gravemeijer,
 Peter Boon,
 Helen Reed
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ABSTRACT
The concept of function is a central but difficult topic in secondary school mathematics curricula, which encompasses a transition from an operational to a structural view. The question in this paper is how the use of computer tools may foster this transition. With domainspecific pedagogical knowledge on the learning of function as a point of departure and the notions of emergent modeling and instrumentation as design heuristics, a potentially rich technologyintensive learning arrangement for grade 8 students was designed and fieldtested. The results suggest that the relationship between tool use and conceptual development benefits from preliminary activities, from tools offering representations that allow for progressively increasing levels of reasoning, and from intertwinement with paperandpencil work.
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 Title
 TOOL USE AND THE DEVELOPMENT OF THE FUNCTION CONCEPT: FROM REPEATED CALCULATIONS TO FUNCTIONAL THINKING
 Open Access
 Available under Open Access This content is freely available online to anyone, anywhere at any time.
 Journal

International Journal of Science and Mathematics Education
Volume 10, Issue 6 , pp 12431267
 Cover Date
 20121201
 DOI
 10.1007/s1076301293290
 Print ISSN
 15710068
 Online ISSN
 15731774
 Publisher
 Springer Netherlands
 Additional Links
 Topics
 Keywords

 emergent modeling
 function concept
 instrumentation
 mathematics education
 technology
 Authors

 Michiel Doorman ^{(1)}
 Paul Drijvers ^{(1)}
 Koeno Gravemeijer ^{(1)}
 Peter Boon ^{(1)}
 Helen Reed ^{(1)}
 Author Affiliations

 1. Freudenthal Institute for Science and Mathematics Education, Utrecht University, Princetonplein 5, 3584 CC, Utrecht, The Netherlands