Far East Journal of Mathematical Education

The Far East Journal of Mathematical Education is a peer-reviewed journal focused on mathematical education. It publishes research papers that enhance understanding of mathematical concepts and encourages the use of technology, statistics, algorithms, and simulations in mathematics learning.

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INVERSE OF A FUNCTION – MATHEMATICAL AND ICT TOOL APPROACH

Authors

  • Péter Körtesi
  • Zsuzsanna Katalin Szabó

Keywords:

inverse of a function, GeoGebra.

DOI:

https://doi.org/10.17654/0973563122008

Abstract

The notion of a function is primordial in teaching mathematics. The inverse of a function has a well-known mathematical definition. In case of real functions, there is a symmetry relation between the graphs of the function and its inverse, even this relation can be visualised using CAS tools like GeoGebra. However, it is useful to clarify what are the discrepancies between mathematical definition of inverse function, the commands like Invert and NInvert when using GeoGebra as function graphing tool, and the symmetry commands of the software. Some examples to be presented are aimed to underline the right use of ICT and CAS, as very efficient tools in education, the same time to attract the attention on the possible limits, failures in applying them. It is a need for advanced critical thinking both for teachers and students, when applying these tools.

Received: June 4, 2022
Accepted: July 9, 2022

References

B. Buchberger, Computer algebra: the end of mathematics? ACM SIGSAM Bulletin 36(1) (2002), 3-9. DOI: 10.1145/565145.565147.

B. Tamam and D. Dasari, J. Phys.: Conf. Ser. 1882 (2021), 012042.

https://iopscience.iop.org/article/10.1088/1742-6596/1882/1/012042.

Inverse function on GeoGebra tube: https://www.geogebra.org/m/ysxxunry.

Inverse function on GeoGebra tube: https://www.geogebra.org/m/jxujefse.

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Published

16-07-2022

Issue

Vol. 23 (2022)

Section

Articles

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How to Cite

INVERSE OF A FUNCTION – MATHEMATICAL AND ICT TOOL APPROACH. (2022). Far East Journal of Mathematical Education, 23, 1-6. https://doi.org/10.17654/0973563122008