ABSTRACT

Research themes on teachers’ thinking about mathematical functions are explored by considering the historical development of functions in school mathematics and research related to teachers’ thinking, knowledge, and beliefs. The historical account traces the mathematical development of functions and related pedagogical issues. Research on teachers’ thinking, knowledge, and beliefs and theoretical models of teachers’ beliefs are considered as they relate to developing these research themes. These themes suggest that future research should be sensitive to the interplay between teachers’ thinking specific to functions and the contextual nature of their thoughts, decisions, and actions while teaching.