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 co-domain with the limitation that on each point in the domain, there is one and only one arrow pointing out. eg.
In a ice-cream store with 3 favours of ice-cream: vanilla, chocolate and strawberry, the price function of the ice-cream cones can be viewed as 3 different black arrows sticking out of 3 ice-cream 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 ice-cream 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 ice-cream cone.
I think the key idea for kids is to relate whatever concept to something they encounter/like everyday.