Abstract

This thesis, through research literature and a short study, explores the concept of function from didactic, pedagogical and psychological perspectives. The effects of recent curriculum reforms in Quebec, current mathematics textbooks, the implementation of the graphing calculator in the teaching and the learning of the concept of function will be studied. The research literature will set the theoretical basis for this paper and will be followed by a discussion of observations made in a graphing calculator complemented secondary 4 mathematics classroom of a local high school. Subsequent to these observations, an activity was designed and presented to the students as a test in the form of a questionnaire. For purposes of the study, this activity will provide an example of the role the graphing calculator plays when learning about function. Informal assessments were made concerning the role the graphing calculator when teaching and learning the function concept. One realization that was made concerned the necessary balance between traditional paper and pencil and graphing calculator methods needed in the classroom. Another dealt with the importance of the monitored integration of the graphing calculator in the classroom in order to be able to enhance the student's learning as well as to complement the teachers' methods.