A developing discourse on transitions between different realizations of the same function

Abstract

The paper analyses the developing discourse of high school students on transitions between different representations of linear and quadratic functions. Using a commognitive perspective, we conducted an exploratory study on how routines and sense-making could support students in recognizing different visual mediators as possible realizations of the same function. Results support the hypothesis that fostering students’ production of narratives on multiple visual mediators could provide an important entry point to mathematical discourse.