achille
Posts:
575
Registered:
2/10/09


Re: Sixth grade math
Posted:
Jan 27, 2010 1:45 AM


On Jan 27, 1:43 pm, Andrew Usher <k_over_hb...@yahoo.com> wrote: > On Jan 26, 9:59 pm, "Ostap S. B. M. Bender Jr." > > <ostap_bender_1...@hotmail.com> wrote: > > But that shouldn't detract from us trying to figure out how to explain > > the concept of a 'function' to those students who CAN get it. > > Well, students like me would get it from simply reading about it. > > > How about this: function assigns a unique value to every element/ > > member in the domain. For example, for the domain of students: a > > function that assigns every student in the class their grade, another > >  their height, another  their age in months/weeks/days), etc. > > That's basically correct. However, it's still more useful, in my > opinion, to think of a function as a sort of procedure. I know that > 'function' in modern math means any arbitrary correspondence, but in > practice all functions we can actually work with are procedures. > > Andrew Usher
How about the view that a function is just a bunch of arrows from its domain to codomain with the limitation that on each point in the domain, there is one and only one arrow pointing out. eg.
In a icecream store with 3 favours of icecream: vanilla, chocolate and strawberry, the price function of the icecream cones can be viewed as 3 different black arrows sticking out of 3 icecream cones (one for each favour) with a little price tag attached at end.
Different functions corresponding to different types of arrows. eg. on each of the icecream cones above, one can stick white arrows on them with tags at end saying how many coupon stamps they can collect for buying that type of icecream cone.
I think the key idea for kids is to relate whatever concept to something they encounter/like everyday.

