A pilot study of an instructional unit on functions using multiple representations with emphasis on problem solving in grade 10 lebanese program. (c2009)

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.