RUME 27
2025
Alexandria, Virginia
Exploring Students’ Reasoning With Function Composition Using Graphical Representations
Page: 1027
In this study, we explore how students reasoned on function composition tasks with and without a dynamic graphical representation. Fifteen graduate students individually participated in the task-based and semi-structured interviews to sketch composite functions given their graphs, equations and dynamic graphical representations. One student’s responses were analyzed in this paper. Preliminary results suggest that: (1) incorporating multiple reasoning strategies, especially graphical reasoning, and (2) utilizing the dynamic graphical representation, helped build the student’s conceptual understanding of function composition.