Abstract:
The purpose of this study is to develop and pilot an instructional unit emphasizing multiple
representations of functions in Grade 10 Lebanese program. It also aims to investigate Grade
10 Lebanese students' use of multiple representations of functions while solving real-life
problem situations related to linear functions during and after the completion the instructional
unit. The objectives of the unit are a modified version of the objectives of the Grade 10
Lebanese Mathematics Curriculum related to functions. The unit emphasized students'
construction of knowledge through a series of tasks and discussions. Technology is integrated
in the teaching of the unit. The participants are 14 Grade 10 Lebanese students. An action
research study was conducted. Data were collected using a pre-test and a series of four
assessments tools administered during the unit. Qualitative and simple statistical analysis of
students' work showed a high level of students' understanding of the concept of function
which was reflected on students' use of representations and the frequent translations
performed. In the pre-test, the most frequent representation mode that students used was the
verbal one, while the graphical representation was not used at all. In the selected assessments,
the most frequent representation mode that students used was the numerical one, while the
algebraic mode was the least used by students among other modes. Further analysis showed
students' ability to: (a) choose the convenient representation that helps them to solve the
problem situation, and (b) perform several translations among the different representations of
functions and move flexibly among and within these representations.
