International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education
Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan
APA
In-text citation: (Nisawa, 2021)
Reference: Nisawa, Y. (2021). Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan. International Electronic Journal of Mathematics Education, 16(3), em0656. https://doi.org/10.29333/iejme/11197
AMA
In-text citation: (1), (2), (3), etc.
Reference: Nisawa Y. Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan. INT ELECT J MATH ED. 2021;16(3), em0656. https://doi.org/10.29333/iejme/11197
Chicago
In-text citation: (Nisawa, 2021)
Reference: Nisawa, Yoshiki. "Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0656. https://doi.org/10.29333/iejme/11197
Harvard
In-text citation: (Nisawa, 2021)
Reference: Nisawa, Y. (2021). Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan. International Electronic Journal of Mathematics Education, 16(3), em0656. https://doi.org/10.29333/iejme/11197
MLA
In-text citation: (Nisawa, 2021)
Reference: Nisawa, Yoshiki "Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0656. https://doi.org/10.29333/iejme/11197
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Nisawa Y. Development of Concepts of Mathematical Functions: A Quasi-experimental Study of Fourth- and Fifth-Grade Learners in Japan. INT ELECT J MATH ED. 2021;16(3):em0656. https://doi.org/10.29333/iejme/11197

Abstract

According to the Programme for International Student Assessment, functions constitute an important part of mathatical literacy. In Japan, students start learning about bivariate relationships in the fourth grade (at the age of 9). However, reports suggest that elementary school students and lower-level secondary school (junior high) students have an inadequate grasp of the concept; therefore, an educational intervention that facilitates elementary school students’ comprehension of functions is necessary. For this purpose, this paper reports a pilot study that applied an action-learning approach to two fourth graders and two fifth graders. The intervention avoided using numerical concepts so that the learners could form a qualitative understanding of bivariate relationships, which is a prerequisite for being able to solve quantitative problems. The results indicated that the intervention was effective and could facilitate the formation of bivariate qualitative relational concepts. These findings imply that the intervention could be effectively applied to elementary school classes through an action-learning approach.

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License

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