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dc.contributor.authorTerranova, Michelle
dc.date.accessioned2013-01-24T18:34:36Z
dc.date.available2013-01-24T18:34:36Z
dc.date.issued2013-01-24
dc.identifier.urihttp://hdl.handle.net/1951/58407
dc.description.abstractThis study explores the ability of students to produce the algebraic representation of a function given in various other representations. It is hypothesized that when tested on function recognition, mathematics majors will perform better than non-mathematics majors; however, both will perform poorly, that is below 75%. Students in four classes, two lower-level mathematics courses composed of non-mathematics majors and two upper-level mathematics courses composed of only mathematics majors, were given an eight-problem test that asked them to determine the algebraic representation of functions shown pictorially, in tables, in sequences, and graphically. This study provided evidence that mathematics majors outscored non-mathematics majors as the mean scores were 2.93/8 and 0.49/8, respectively.en_US
dc.language.isoen_USen_US
dc.subjectMathematics -- Study and teaching (Higher) -- United States.en_US
dc.subjectFunction algebras.en_US
dc.subjectAlgebraic functions.en_US
dc.subjectTest of Memory and Learning.en_US
dc.titleName that function!en_US
dc.title.alternativeAn examination of function recognition between mathematics majors and non-mathematics majors.en_US
dc.typeThesisen_US


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