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Session 2465

The Definition of a Function % Do Post-College Algebra Students Know It and Can They Apply It?

W. Conway Link Louisiana State University-Shreveport

Abstract

It is reasonable to assume that a student’s performance in post-College Algebra math and science courses could be hindered by their failure to know and apply the definition of one of the most important concepts in mathematics 7 the concept of 6function.5 Beginning with the fall 1996 term, more than 600 LSU-Shreveport (LSUS) students in post-College Algebra math courses have been surveyed on their knowledge of the definition of 6function.5 The idea for this study of their knowledge of the definition had its beginning in a 1996 four-week Louisiana Systemic Initiative Program (LaSIP) summer workshop for Algebra I teachers in Northwest Louisiana, in which only 39.1% gave a correct response.

Initially, little background information was requested of the students, but over a period of time, the number of questions on the survey was increased. On the current questionnaire, students are asked to list the math courses completed above College Algebra, to give the term and year in which these math courses were completed, to give an example of a function, and, beginning with the 1998 summer term, to write the radius of a sphere as a function of the volume, given the formula for the volume of a sphere.

It was expected that the percent correct on the definition and the 6radius of the sphere5 items would vary depending on: (a) the course in which the survey was taken; (b) the number of completed math courses beyond College Algebra; (c) the number of completed math courses at the calculus level or above; and (d) the number of terms between the last completed math course and the math course in which the students were surveyed. The surprising results of this study will be presented in this paper.

Introduction

Since the 1996 summer term LaSIP participant survey, 638 post-College Algebra LSUS students enrolled in five different courses (total of 25 sections) requiring College Algebra as a prerequisite have been surveyed on their ability to define 6function.5 Students were surveyed the first day of class in the following courses: (1) Math 131 -- Elementary Applied Calculus (three sections), populated primarily by students majoring in the College of Business; (2) Math 201 -- Discrete Mathematics (six sections), a course designed for computer science majors; (3) Math 210 7 Applied Statistics (six sections), primarily filled by biological science majors; (4) Math 260 7 Elementary Statistics (nine sections), a course with mostly upper-level math and non-biology science majors; and (5) Math 124 7 Mathematical Concepts (one section), a course taken by Liberal Arts majors, usually as a last math course. Only Math 260 requires a calculus prerequisite.

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Link, W. (2000, June), The Definition Of A Function Do Post College Algebra Students Know It And Can They Apply It? Paper presented at 2000 Annual Conference, St. Louis, Missouri. 10.18260/1-2--8262