Formal notions of function, which appear in middle school, are discussed in light of how teachers might complement the input-output notion with a covariation perspective.
Edited by Amy Ellis, firstname.lastname@example.org, and Despina Stylianou, email@example.com. Readers are encouraged to submit manuscripts through http://mtms.msubmit.net.
*Eric Weber, firstname.lastname@example.org, is an assistant professor of mathematics education at Oregon State University in Corvallis, Oregon. He is interested in student learning about functions and rates of change.
© 2021 National Council of Teachers of Mathematics (NCTM)
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