Abstract
Our poster shows results of small scale qualitative research focused on student's interpretations of graphic representation of functions and their assessment from the learning perspective. We concentrate on the evolution of the perception of graphs of functions using a framework of hypothetical and individual learning trajectories (Simon, 1995) through observing student's perception of examples of graphs of functions (Watson, Mason 2005).
The study was supported by Charles University in Prague, project GA UK No 227-364.