Tokyo Kasei Gakuin Tsukuba Junior College
National Institute of Educational Research
In this study, the ability to foster function sense was categorized by referring to number sense (NTCM 2000), symbol sense (Fey 1990), and graph sense (S. Freil 2001). Activities of integrated learning of functions (Kakihana, et al., 2000, Fukuda, et al., 2000) were categorized at the aspect of fostering function sense.
Results and Conclusion
Definition of function sense and ability and actions to foster student's function sense were categorized in Table 1. Studens who have a rich function sense seem to have not only a lot of knowledge, but are able to use it in suitable situations.
Table 1 will be provided here later [Ed.]