Document Type : Original Article
Authors
1
Associate professor, Department of Mathematics, Islamic Azad University, Central Tehran Branch, Tehran, Iran
2
Doctoral student of mathematics education, Department of Mathematics, Islamic Azad University, Central Tehran Branch, Tehran, Iran
3
3Full Professor, Department of Mathematics, Faculty of Mathematical sciences, Kharazmi University, Tehran, Iran
10.48301/kssa.2023.403051.2605
Abstract
The concept of function is as the algebraic concepts in technical and vocational mathematics, which due to the poor performance of students, it needs proper teaching in the classroom. Figural patterns are a powerful tool to understand functional relationships in a tangible way and help students to improve their understanding of the concept of function. The purpose of this research is to investigate the performance of students in generalizing four categories of figural patterns including; one variable- linear, one variable- nonlinear, two variable- linear, two variable –nonlinear[1]and providing pedagogical strategies in teaching figural patterns. In this study, a sample of 220 seventh grade students participated in a test with the content of figural patterns and the performance of the students were analyzed quantitatively and qualitatively. According to the analysis of the concept of two-variable figural patterns, variable and R3 space were investigated as two basic concepts. The results of the test showed that the percentage of students' responses to the one variable- linear figural pattern task was close to the two variable-linear, and the percentage of students' responses to the one variable-nonlinear figural pattern task was close to the two variable–nonlinear. According to the problems of students in the variable and R3 space concepts, pedagogical strategies for example paying attention to components of variable in function relation and helping to compress two-dimensional changes in a relationship, were proposed. Education the two variable figural pattern generalization can be an incomparable basis for better understanding of the function.
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