The concept of function in secondary school textbooks over time: An analysis made with the Theory of Conceptual Fields
Résumé
The purpose of this paper is to analyse how functions have been taught throughout 22 secondary school textbooks over the last 50 years. We have adopted a temporal perspective, as the books examined were published from 1953 to 2010. Firstly, the definition of concept (situation, meaning, system of representation) was the one proposed in the theory of conceptual fields, in order to analyse the concept of "function" taught in each book. Secondly, the books were categorized according to a focus on Sets, Analytical - Graphic or Hybrid. Finally, the meaning of function emphasized in each approach was analysed according to the representational system. The analysis showed that the meaning changed over time, as well as the difference in each representational system.
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