Bridging the Gap: Understanding Students' Struggles with Algebraic and Graphical Representations of Functions
DOI:
https://doi.org/10.46328/ijofes.5572Keywords:
Functions and graph, Algebraic and graphical approach, Problem-solvingAbstract
This study investigates the challenges students face in transitioning between algebraic and graphical representations of functions. Despite the equivalence of these forms, students show a strong preference for algebraic methods, with lower success rates on graphical tasks. Analysis of responses from 300 grade 12 STEM students in Nepal reveals a reliance on algebraic techniques and a lack of conceptual understanding of graphs. The study highlights the need for pedagogical adjustments to better integrate graphical reasoning into mathematics instruction. Recommendations include incorporating visualization tools and metacognitive training, along with curricula that balance algebraic and graphical methods to improve students’ problem-solving flexibility.
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