Possible misconceptions from Japanese mathematics textbooks with particular reference to the function concept.

Autor/in	Uegatani, Yusuke
Titel	Possible misconceptions from Japanese mathematics textbooks with particular reference to the function concept.
Quelle	Aus: Jones, Keith (Hrsg.): Proceedings of the International Conference on Mathematics Textbook Research and Development (ICMT-2014). Southampton: University of Southampton (2014) S. 465-470 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen; Literaturangaben S. 470
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
ISBN	978-0-85432-984-7; 978-0-85432-985-4
Schlagwörter	Algebra; Japan; Mathematikunterricht; Schulbuch; Schulbuch; Algebra; Mathematikunterricht; Online-Publikation; Japan
Abstract	The purpose of this paper is to partially answer the following general research questions: (a) Do mathematics textbooks have an influence on students' misconceptions? (b) What should the textbook writers pay attention to? In this paper, we particularly focus on the treatment of the function concept in Japanese mathematics textbooks, and point out that misconceptions are inherent in the way of presenting the examples of functions or the questions about functions in the textbooks. We took both of the constructivist and sociocultural perspectives, and carried out the conceptual analysis, which is one of the constructivist ways of discussing what conceptions can arise. As a result of the analysis, we found two possible misconceptions in Japanese representative textbooks. One conception seemed to come from the encapsulation of the process of formularizing a certain single algebraic rule for the given relationship between the variables x and y. Another conception seemed to come from the encapsulation of the process of fixing x and calculating y in the given formula. In addition, there was no chance around the presentation of the definition of a function in the textbooks to unify and generalize these two conceptions. As an explanation why the students may have difficulties to unify and generalize them, the idea of subjective randomness was introduced. As a possible direction of the future textbook development, to improve the insufficiency of subjective randomness, an example based on geometric construction was proposed.
Erfasst von	Leibniz-Institut für Bildungsmedien \| Georg-Eckert-Institut (GEI), Braunschweig
Update	2015/3