摘要
This paper’s focus is the examination of how do mathematics textbooks for lower secondary school in Kosovo represent the meaning of concept of function.Textbooks and teachers usually introduce function via a situation with the related quantities already identified.What is required of the students is to learn how to set up and represent the relationships in tables,graphs,and equation and analyze the properties.In the real world,when function is used as a model,the first thing that needs to be done is to identify the varying quantities.So,it is important to let students identify the quantities and let them determine which of these quantities may be related.This way they get a sense of what function really is and what it is for.The function is not the graph,not the table of values,and not the equation.The conclusion of the study is that analyzed textbooks do not represent a good foundation for building a concept of function and a few attentions paid to variability issues.
