Abstract:
This action research study sought to improve teaching and learning of functions and to develop positive perceptions of mathematics and mathematics learning. For these purposes, instructional sequences based on Realistic Mathematics Education (RME) principles of teaching functions for understanding were developed. Twenty-four 9th grade students attended RME based instruction which took four weeks. In order to investigate the effectiveness of the instruction, students’ knowledge of functions was assessed by Function Knowledge Test before and after the instruction. In addition, students’ conceptions of mathematics and perceptions of mathematics learning were also investigated before and after the instruction. Changes in the students’ conceptions of mathematics and perceptions of mathematics learning were evaluated through the completion of a pre and post open ended questionnaire. Furthermore, students’ experiences about learning functions based on RME approach were examined and evaluated through a post open ended questionnaire and students’ journals. The results of the study showed that the function instruction based on RME principles of teaching functions for understanding has positive impacts on development of students’ knowledge of functions. In addition, it was found that the instruction may help some participants to improve their conceptions of mathematics or to ensure participants with cohesive conceptions of mathematics to hold the same conception of mathematics after the instruction. Also, it was found that there were significant changes in the results of some perceptions, but not all perceptions of mathematics learning. It is deduced that RME approach is promising. On the contrary, findings related to perceptions of learning functions revealed that students overemphasize RME approach in their learning of functions.
