Kurt Hoelsema Topic Statement

Topic Statement
The theme of this unit is functions and graphs. Functions are one of the fundamentals of

most of high school mathematic classes and mathematics. In this unit students will learn what

functions are and what functions are not. They will be able to relate functions to events, be able

to graph functions from a table of value or function rule, find the domain and range of functions,

understand the difference between continuous and discrete data graphs, write functions given a

table or real-world scenario, and write a direct variation equation given a graph or table of values.

Hopefully by the end of high school students will have a very solid understanding of what

functions are, various ways that functions can be represented, and how functions model or

describe real-world scenarios. In this class students will be building that foundation on which

later classes will strengthen.

One general theme of this unit is that through mathematical concepts stories are told, but

only some aspects of the story are told. Graphs can show things that words cannot and they can

also leave out key parts of a story that would influence the message presented. In short, graphs

are not neutral and can be misleading. Christian Smith (2003) argues in his book Moral, Believing

Animals, We tell and retell narratives that themselves come fundamentally to constitute and

direct our lives (p.64).

A second general theme of this unit is multiple representations of functions and

relationships between variables. Functions can be represented through words, tables of values,

function rules (equations), and graphs. Each of these are interconnected, but show different

things and are more or less useful depending on what one wants to know or understand. For

example, a table of values gives very specific information, but does not explicitly show the

relationship between the variables. A graph gives a bigger picture of the relationship between
Kurt Hoelsema Topic Statement

the variables, but it does not give as specific of information as does a table. Each representation

tells parts of the story.

A third general theme is the two sidedness of functions and graphs. On one side,

mathematics can take a story that and model it by using representations of functions (equations,

tables, graphs) to describe what is happening. On the second side, mathematics can take a

model of a story and deduce what is happening. For example, mathematics can either take a graph

of height vs. time of a falling object and deduce certain things about the nature of falling objects

or mathematics can model falling objects through a graph or function rule. In the first one a story

is being built from some information. In the second, information is being built from a story. It is

a subtle distinction, but one that is important.

Overall these three themes will help students be able to decide how it is best to represent

real-world situations in a clear and truthful way as well as interpret the messages and

completeness of stories given by functions, tables, and graphs.

Kurt Hoelsema Topic Statement

Works Cited

Smith, C. (2003). Moral, Believing Animals (p. 64). New York, NY: Oxford University Press.