An assessment of inverse functions in context of doing and undoing process

Abstract

This study examines why students have difficulty with inverse functions (inverse functions is the process of doing and undoing operations and what we can do to support their learning. This was a one group pre-test post-test design. In a math classroom in an urban Areas of Anantnag District. After two weeks of instruction one group of students was taught the traditional way of inverse functions and another group was taught conceptually. About (N=80) mathematics students in the sampling were assessed before and after the study. Students were given a test to measure their learning of inverse functions and a questionnaire to measure their perspectives on the unit of study of inverse functions. Qualitative and quantitative methods were used to analyse the data. The results of the study reveal that there is significant variation in pre-test and post-test achievement of the students.