Posted in Algebra

Strengths and limitations of each representation of function

Function is defined in many textbooks as a correspondence between two sets x  and y such that for every x there corresponds a unique y. Of course there are other definition. You can check my post on the evolution of the definition of function. Knowing the definition of a concept however does not guarantee understanding the concept. As Kaput argued, “There are no absolute meanings for the mathematical word function, but rather a whole web of meanings woven out of the many physical and mental representations of functions and correspondences among representations” (Kaput 1989, p. 168). Understanding of function therefore may be done in terms of understanding of its representations. Of course it doesn’t follow that facility with the representation implies an understanding of the concept it represents. There are at least three representational systems used to study function in secondary schools. Kaput described the strengths and limitations of each of these representational systems. This is summarised below:

Tables: displays discrete, finite samples; displays information in more specific quantitative terms; changes in the values of variables are relatively explicitly available by reading horizontally or vertically when terms are arranged in order (this is not easily inferred from graph and formula).

Graphs: can display both discrete, finite samples as well as continuous infinite samples; quantities involved are automatically ordered compared to tables; condenses pairs of numbers into single points; consolidates a functional relationship into a single visual entity (while the formula also expresses the relationship into a single set of symbols, individual pair of values are not easily available for considerations unlike in the graph).

Formulas/ Equations: a shorthand rule, which can generate pairs of values (this is not easily inferred from tables and graphs); has a feature (the coefficient of x) that conveys conceptual knowledge about the constancy of the relationship across allowable values of x and y — a constancy inferable from table only if the terms are ordered and includes a full interval of integers in the x column; parameters in equation aid the modelling process since it provides explicit conceptual entities to reason with (e.g. in y = mx, m represents rate).

It is obvious that the strength of one representation is the limitation of another. A sound understanding of function therefore should include the ability to work with the different representations confidently. Furthermore, because these representations can signify the same concept, understanding of function requires being able to see the connections between the different representations since “the cognitive linking of representations creates a whole that is more than the sum of its parts” (Kaput, 1989, p. 179). Below is a sample task for assessing understanding of the link between graphs and tables. Click solutions to view sample students responses.

tables and graphs

How do you teach function? Which representation do you present first and why?

Reference

Ronda, E. (2005). A Framework of Growth Points in Students Developing Understanding of Function. Unpublished doctoral dissertation. Australian Catholic University, Melbourne, Australia.

Posted in Algebra, Math videos

Teaching Math with Mr Khan’s Videos – Variation

I’ve yet to read a math educator’s blog that endorses Khan Academy materials. Well, this blog does. Yes, you read it right. This blog endorses Mr. Khan’s materials for teaching mathematics. No, not by simply viewing the video but using the Mr Khan’s lecture as the object of investigation. Let’s take the video on direct variation. In the video, Mr Khan started with “varies directly” like it’s the simplest thing in the world to understand. Mr Khan then gave the sample problem and solved it as shown in the image below. Mr. Khan’s method is deductive and he uses lecture method. Click here to  view the video in YouTube then read on below to see how the same video can be used to develop the concept of direct variation with conceptual understanding by linking it to students previously learned knowledge about proportion and then as context to introduce or review the concept of function.

How to use Mr Khan’s videos in teaching math
  1. Show the video. It’s a short one so it will be over before your class will realise it’s math.
  2. Ask the class if they can solve the same problem without using Mr Khan’s solution. The problem is elementary school level so students can solve it using arithmetic. Since a gallon of gas costs 2.25 so all they need to do is to find how many 2.25 in 18. They can continue to add 2.25 until they get to 18; continue taking away 2.25 from 18; or just divide 18 by 2.25.
  3. Ask for another solution. Didn’t they do ratio and proportion in 5th/6th grade? So, with a little scaffolding, students can set up 1:2.25 = n:18. I’m not a fan of product of the means is equal to the product of the extremes since it has nothing to do with proportional reasoning but I’ll allow it this time.
  4. Ask for another solution. Again with a little scaffolding questions like “If 1 gallon costs 2.25, how much would 2 gallons cost? 3 gallons? Can you organise those data in tables? It’s important that at 4 gallons you asked the students to solve the problem. There’s no need to continue all the way to 18$. Asking students to predict will make them consider the relationship between pairs of values. This is an important habit of thinking and it is crucial to appreciating and understanding algebra. 
  5. Ask for another solution. With a little scaffolding again like “What do you notice about the values in the table? Can you imagine the arrangement of the points if you plot the values on the Cartesian plane? How will you use the graph to solve the problem?” Again there’s no need to plot the points all the way to 18. Students should think of extending the line to make the prediction. 
  6. Now, go back to Mr Khan. “Study Mr Khan’s solution. What are those x and y that he’s talking about? What does y = kx mean in relation to your graph? Where is it in your table? Anyone can explain what Mr Khan mean by varies directly?”
  7. Assessment/ Assignment/ Further discussion: “The following are questions other students posted in Mr. Khan’s direct variation video in YouTube. How would you answer them?”
    • Sorry if this question seems basic, but I don’t understand how this example relates to functions…could someone please explain? Thanks!
    • What is K in general?
    • Why do we always have to set x?
    • The practice for this video includes inverse variations, which are not yet covered. It would be great if there was practice specifically for direct variation only. Thanks!

George Polya on thinking

This style of teaching is called teaching math through problem solving. If you enjoyed  Teaching Math with Mr Khan, don’t forget to subscribe to this site. I will try to develop more lessons where I will be co-teaching math with Mr Khan’s videos.