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dc.contributor.authorHartfield, Kedrick Renard
dc.date.accessioned2014-03-03T20:20:13Z
dc.date.available2014-03-03T20:20:13Z
dc.date.issued2002-12
dc.identifier.otherhartfield_kedrick_r_200212_phd
dc.identifier.urihttp://purl.galileo.usg.edu/uga_etd/hartfield_kedrick_r_200212_phd
dc.identifier.urihttp://hdl.handle.net/10724/20575
dc.description.abstractThis study investigated college students' knowledge of functions before and after instruction using the Rule of Three. The Rule of Three is the dictum that functions should be taught symbolically, graphically and numerically, and as many examples as possible should combine all three views. O’Callaghan (1998) and Markovits, Eylon, and Bruckheimer’s (1986) frameworks for examining components of the concept of function were used to investigate the students’ knowledge. Four students were chosen based on pretest scores, written responses, and scheduling conflicts. Data were collected from sorting and translating tasks, three interviews and two tests, and an ongoing comparative analysis was used (Glaser & Strauss, 1967). Initially, the students were tied to their calculators and used them extensively. The completion of any task depended on the students’ skill with the calculator. After instruction, the students were less reliant on technology. Calculators were now used to confirm solutions acquired using a combination of procedures.
dc.languageeng
dc.publisheruga
dc.rightspublic
dc.subjectRule of Three
dc.subjectFunctions
dc.subjectNon-functions
dc.subjectCalculue
dc.subjectModeling
dc.subjectTranslating
dc.subjectReifying
dc.subjectRecognizing
dc.subjectSorting
dc.subjectTools
dc.titleCollege students' knowledge of functions as affected by instruction using the rule of three
dc.typeDissertation
dc.description.degreePhD
dc.description.departmentMathematics Education
dc.description.majorMathematics Education
dc.description.advisorNicholas Oppong
dc.description.committeeNicholas Oppong
dc.description.committeeJeremy Kilpatrick
dc.description.committeeJames Wilson


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