The Role of Representations in the Understanding of Mathematical Concepts in Higher Education: The case of Function for Economics Students

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Athanasios Gagatsis
Areti Panaoura
Stylianna Nicolaou
Iliada Elia
Eleni Deliyianni
Stylianos Stamatakis

Abstract

the case of higher education most studies were conducted at pedagogical departments for prospective teachers and mathematical departments. The present study concentrates on university students who attend a course on mathematics as part of a program at the Faculty of Economics and Management. It examines students’ affective and cognitive behavior in solving representation tasks concerning their understanding of exponential and logarithmic functions. Results confirmed the existence of a comprehensive model with significant interrelations among general beliefs, self-efficacy beliefs and cognitive behaviour about the use of representations in general and, in the case of the specific concept. Regression analysis indicated the predominant role the self-efficacy beliefs play in the use of representations in defining the concept of function and solving recognition and translation tasks. Implications about the teaching of mathematics in higher education are discussed.

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How to Cite
Gagatsis, A., Panaoura, A., Nicolaou, S., Elia, I., Deliyianni, E., & Stamatakis, S. (2021). The Role of Representations in the Understanding of Mathematical Concepts in Higher Education: The case of Function for Economics Students . Journal of Research in Science Mathematics and Technology Education, 5(1), 69-92. https://doi.org/10.31756/jrsmte.513
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