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References
- التربية الكويت: جاهزون لاستقبال الطلبة لأداء اختبارات الفترة الدراسية الأولى (10، ديسمبر، 2018). تاريخ الاسترجاع10
- مايو2019 من :
- https://www.kuna.net.kw/ArticleDetails.aspx?id=2763787
- النذير، محمد بن عبدالله بن عثمان، (2015). مستوى تمكن الطلاب المستجدين بجامعة الملك سعود من المعرفة في الرياضيات الجامعية الأساسية ومستوياتها." مجلة تربويات الرياضيات: الجمعية المصرية لتربويات الرياضيات مج18، ع3: 110 - 139.
- سلامة، عبدالله السيد عزب، (2002). استخدام المدخل البصري في تدريس الدوال الحقيقية وأثره على تخفيض قلق الرياضيات والتحصيل لدى طلاب التعليم الثانوي القسم العلمي: دراسة تجريبية. في المؤتمر العلمي السنوي الثاني - البحث في تربويات الرياضيات: الجمعية المصرية لتربويات الرياضيات القاهرة: الجمعية المصرية لتربويات الرياضيات: 258-371.
- محمد، إيهاب السيد شحاتة، (2014). "تصور علاجي مقترح قائم على مهارات التواصل الرياضي لعلاج صعوبات تعلم الدوال المثلثية لدى طلاب المرحلة الثانوية". المجلة التربوية: جامعة سوهاج - كلية التربية. ج36: 39 - 103.
- Abdullah, S. A. S. (2010). Comprehending the concept of functions. Procedia-Social and Behavioral Sciences, 8, 281-287.
- Aziz, T. A., & Kurniasih, M. D. (2019). External Representation Flexibility of Domain and Range of Function. Journal on Mathematics Education, 10(1), 143-156.
- Berg, C. A., & Smith, P. (1994). Assessing students' abilities to construct and interpret line graphs: Disparities between multiple‐choice and free‐response instruments. Science Education, 78(6), 527-554.
- Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2010). Elementary and intermediate algebra: graphs and models (4th ed.). Boston: Addison Wesley.
- Carlson, M., & Oehrtman, M. (2005). Key aspects of knowing and learning the concept of function. Research Sampler Series, 9, The Mathematical Association of America Notes Online. http://www.maa.org/t_and_l/sampler/rs_9.html
- Cho, Y. D. (2013). College Students’ Understanding of the Domain and Range of Functions on Graphs. Buffalo: State University of New York at Buffalo.
- Cho, P., & Moore-Russo, D. (2014). How students come to understand the domain and range for the graphs of functions. Proceedings of the Joint Meeting of the PME 38 and PME-NA 36 (Vol. 2, pp. 281–288). Vancouver: International Group for the Psychology of Mathematics Education.
- Cho, P., Norris, B., & Moore-Russo, D. (2017). A study of common student practices for determining the domain and range of graphs. Investigations in Mathematics Learning, 9(4), 202-219.
- Dubinsky, E., & Wilson, R. T. (2013). High school students’ understanding of the function concept. The Journal of Mathematical Behavior, 32(1), 83-101.
- Eisenberg, T. (1992). On the development of a sense for functions. In E. Dubinsky & G. Harel (Eds.), The concept of function. Aspects of epistemology and pedagogy (pp. 153-174). The Mathematical Association of America.
- Even, R. (1998). Factors involved in linking representations of functions. The Journal of Mathematical Behavior, 17(1), 105-121.
- Herman, M. (2007). What students choose to do and have to say about use of multiple representations in college algebra. Journal of Computers in Mathematics and Science Teaching, 26(1), 27-54.
- Kalchman, M., & Case, R. (1998). Teaching mathematical functions in primary and middle school: An approach based on neo-Piagetian theory. Sciatica pedagogical experimentalism, 35(1), 7-54.
- Knuth, E. J. (2000a). Understanding connections between equations and graphs. The Mathematics Teacher, 93(1), 48-53.
- Knuth, E. J. (2000b). Student understanding of the Cartesian Connection: An exploratory study. Journal of Research in Mathematics Education, 31(4), 500-508.
- Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Review of educational research, 60(1), 1-64.
- Mudaly, V., & Rampersad, R. (2010). The role of visualization in learners' conceptual understanding of graphical functional relationships. African Journal of Research in Mathematics, Science and Technology Education, 14(1), 36-48.
- National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
- Özkan, E. M., & Ünal, H. (2009). Misconception in Calculus-I: Engineering students’ misconceptions
- in the process of finding domain of functions. Procedia-Social and Behavioral Sciences, 1(1), 1792-1796.
- Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. Journal for Research in Mathematics Education 31(5), 524-540.
- Selden, A., & Selden, J. (1992). Research perspectives on conceptions of function: Summary and overview. In G. Harel & E. Dubinsky (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 1–16). Washington, DC: Mathematical Association of America.
- Tall, D. & Bakar, M. (1991). Students’ mental prototypes for functions and graphs. In Proceedings of
- the conference of the international group for the psychology of mathematics education (pp. 104-111). Assisi: PME.
- Van Dyke, F. & White, A. (2004). Examining students’ reluctance to use graphs. The Mathematics Teacher, 98(2), 110-117.
References
التربية الكويت: جاهزون لاستقبال الطلبة لأداء اختبارات الفترة الدراسية الأولى (10، ديسمبر، 2018). تاريخ الاسترجاع10
مايو2019 من :
https://www.kuna.net.kw/ArticleDetails.aspx?id=2763787
النذير، محمد بن عبدالله بن عثمان، (2015). مستوى تمكن الطلاب المستجدين بجامعة الملك سعود من المعرفة في الرياضيات الجامعية الأساسية ومستوياتها." مجلة تربويات الرياضيات: الجمعية المصرية لتربويات الرياضيات مج18، ع3: 110 - 139.
سلامة، عبدالله السيد عزب، (2002). استخدام المدخل البصري في تدريس الدوال الحقيقية وأثره على تخفيض قلق الرياضيات والتحصيل لدى طلاب التعليم الثانوي القسم العلمي: دراسة تجريبية. في المؤتمر العلمي السنوي الثاني - البحث في تربويات الرياضيات: الجمعية المصرية لتربويات الرياضيات القاهرة: الجمعية المصرية لتربويات الرياضيات: 258-371.
محمد، إيهاب السيد شحاتة، (2014). "تصور علاجي مقترح قائم على مهارات التواصل الرياضي لعلاج صعوبات تعلم الدوال المثلثية لدى طلاب المرحلة الثانوية". المجلة التربوية: جامعة سوهاج - كلية التربية. ج36: 39 - 103.
Abdullah, S. A. S. (2010). Comprehending the concept of functions. Procedia-Social and Behavioral Sciences, 8, 281-287.
Aziz, T. A., & Kurniasih, M. D. (2019). External Representation Flexibility of Domain and Range of Function. Journal on Mathematics Education, 10(1), 143-156.
Berg, C. A., & Smith, P. (1994). Assessing students' abilities to construct and interpret line graphs: Disparities between multiple‐choice and free‐response instruments. Science Education, 78(6), 527-554.
Bittinger, M. L., Ellenbogen, D. J., & Johnson, B. L. (2010). Elementary and intermediate algebra: graphs and models (4th ed.). Boston: Addison Wesley.
Carlson, M., & Oehrtman, M. (2005). Key aspects of knowing and learning the concept of function. Research Sampler Series, 9, The Mathematical Association of America Notes Online. http://www.maa.org/t_and_l/sampler/rs_9.html
Cho, Y. D. (2013). College Students’ Understanding of the Domain and Range of Functions on Graphs. Buffalo: State University of New York at Buffalo.
Cho, P., & Moore-Russo, D. (2014). How students come to understand the domain and range for the graphs of functions. Proceedings of the Joint Meeting of the PME 38 and PME-NA 36 (Vol. 2, pp. 281–288). Vancouver: International Group for the Psychology of Mathematics Education.
Cho, P., Norris, B., & Moore-Russo, D. (2017). A study of common student practices for determining the domain and range of graphs. Investigations in Mathematics Learning, 9(4), 202-219.
Dubinsky, E., & Wilson, R. T. (2013). High school students’ understanding of the function concept. The Journal of Mathematical Behavior, 32(1), 83-101.
Eisenberg, T. (1992). On the development of a sense for functions. In E. Dubinsky & G. Harel (Eds.), The concept of function. Aspects of epistemology and pedagogy (pp. 153-174). The Mathematical Association of America.
Even, R. (1998). Factors involved in linking representations of functions. The Journal of Mathematical Behavior, 17(1), 105-121.
Herman, M. (2007). What students choose to do and have to say about use of multiple representations in college algebra. Journal of Computers in Mathematics and Science Teaching, 26(1), 27-54.
Kalchman, M., & Case, R. (1998). Teaching mathematical functions in primary and middle school: An approach based on neo-Piagetian theory. Sciatica pedagogical experimentalism, 35(1), 7-54.
Knuth, E. J. (2000a). Understanding connections between equations and graphs. The Mathematics Teacher, 93(1), 48-53.
Knuth, E. J. (2000b). Student understanding of the Cartesian Connection: An exploratory study. Journal of Research in Mathematics Education, 31(4), 500-508.
Leinhardt, G., Zaslavsky, O., & Stein, M. K. (1990). Functions, graphs, and graphing: Tasks, learning, and teaching. Review of educational research, 60(1), 1-64.
Mudaly, V., & Rampersad, R. (2010). The role of visualization in learners' conceptual understanding of graphical functional relationships. African Journal of Research in Mathematics, Science and Technology Education, 14(1), 36-48.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
Özkan, E. M., & Ünal, H. (2009). Misconception in Calculus-I: Engineering students’ misconceptions
in the process of finding domain of functions. Procedia-Social and Behavioral Sciences, 1(1), 1792-1796.
Pesek, D. D., & Kirshner, D. (2000). Interference of instrumental instruction in subsequent relational learning. Journal for Research in Mathematics Education 31(5), 524-540.
Selden, A., & Selden, J. (1992). Research perspectives on conceptions of function: Summary and overview. In G. Harel & E. Dubinsky (Eds.), The concept of function: Aspects of epistemology and pedagogy (pp. 1–16). Washington, DC: Mathematical Association of America.
Tall, D. & Bakar, M. (1991). Students’ mental prototypes for functions and graphs. In Proceedings of
the conference of the international group for the psychology of mathematics education (pp. 104-111). Assisi: PME.
Van Dyke, F. & White, A. (2004). Examining students’ reluctance to use graphs. The Mathematics Teacher, 98(2), 110-117.