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UNDERSTANDING MATHEMATICAL CONCEPTS: THE CASE OF THE LOGARITHMIC FUNCTION by SIGNE E. KASTBERG B. A., Keene State college M.A., The University of Georgia A Dissertation Submitted to the Graduate Faculty of the University of Georgia in Partial Fulfillment of the Requirements of the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2001 UNDERSTANDING MATHEMATICAL CONCEPTS: THE CASE OF THE LOGARITHMIC FUNCTION by SIGNE E. KASTBERG Approved: Major Professor: James W. Wilson Committee: Edward Azoff Shawn Glynn Jeremy Kilpatrick Roy Smith Electronic Version Approved: Gordhan L. Patel Dean of the Graduate School The University of Georgia August 2001 ( 2001 Signe E. Kastberg All Rights Reserved  TABLE OF CONTENTS CHAPTER I: DEFINING A PROBLEM AND CRAFTING A SOLUTION PATH 1 Rationale 1 Theoretical Framework 3 Research Questions 12 CHAPTER II: DISCUSSION OF RELEVANT LITERATURE 13 Theories of Understanding 14 Common Elements in the Four Theories of Understanding 25 Consistency of the Common Elements with my Definition of Understanding 29 Representations 31 Remembering and Understanding 32 The Logarithmic Function 33 Conclusion 38 CHAPTER III: METHODOLOGY 39 Research Techniques 39 Procedure 51 Data Analysis 56 CHAPTER IV: CASE STUDIES 59 Jamie 59 Rachel 96 Nora 127 Demetrius 164 CHAPTER V: COMMONALITIES in problem-solving behavior 199 Definitions of Understanding 199 Students’ Understanding of the Logarithmic Function 200 Understanding and Problem-Solving Behavior. 210 Changes in Understanding and the Use of Students’ Ways of Knowing 213 CHAPTER VI: DISCUSSION AND IMPLICATIONS 220 Understanding 220 Significance of the Study 229 Limitations of the Study 229 Suggestions for Future Research 231 Conclusion 233 References 234 appendix a: Interview protocols 241 Protocol for Interview 1: Preinstructional Phase 241 Protocol for Interview 2: Preinstruc