STUDENTS’ DIFFICULTIES AND MISCONCEPTIONS OF THE FUNCTION CONCEPT

This study explores understanding of function concept amongst 310 grade 11 science stream students in one administrative zone of Ethiopia. A test that included tasks given in different representations, about definition, about examples of functions in word description and applications of properties of functions was administered. Lesson observation and interview was also used for triangulation. Results have shown that limited mental image of approach to functions, fragmented conceptions and dependence on ordered pairs, limitation in algebraic manipulation, limitation on converting word expression into mathematical expressions, confusing combination and composition, unnecessary interchanging order of operations during algebraic manipulations and drawing graph without considering sufficient points were observed difficulties. Whereas, a relation is a function if it has algebraic expression, overgeneralization that a representation is a functions if it is symbolized as an ordered pairs, and considering every point of discontinuity as an asymptote were identified misconceptions. Thus, special attention should be given in the teaching-learning to overcome identified difficulties and misconceptions.