You are not currently logged in.
Access your personal account or get JSTOR access through your library or other institution:
If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Images and Definitions for the Concept of Function
Shlomo Vinner and Tommy Dreyfus
Journal for Research in Mathematics Education
Vol. 20, No. 4 (Jul., 1989), pp. 356-366
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/749441
Page Count: 11
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Preview not available
Images held by 271 college students and 36 junior high school teachers for the concept of a mathematical function were compared to the definitions they gave for the concept. A questionaire was designed to exhibit the cognitive schemes for the function concept that become active in identification and construction problems and to make possible the comparison of these schemes with the definition. Many of the definitions and even more of the images were primitive among all but the mathematics majors and the teachers. Discrepancies between image and definition were frequent for all subjects who gave the Dirichlet-Bourbaki definition.
Journal for Research in Mathematics Education © 1989 National Council of Teachers of Mathematics