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The History of the Concept of Function and (函数的概念和历史)
Volume 3 Number 2
© The Mathematics
The History of the Concept of Function
and Some Educational Implications
João Pedro Ponte
Several fields of mathematics deal directly or indirectly with functions: mathematical
analysis considers functions of one, two, or n variables, studying their properties as well as
those of their derivatives; the theories of differential and integral equations aim at solving
equations in which the unknowns are functions; functional analysis works with spaces made
up of functions; and numerical analysis studies the processes of controlling the errors in the
evaluation of all different kinds of functions. Other fields of mathematics deal with concepts
that constitute generalizations or outgrowths of the notion of function; for example, algebra
considers operations and relations, and mathematical logic studies recursive functions.
It has long been argued that functions should constitute a fundamental concept in secondary
school mathematics (Klein, 1908/1945) and the most recent curriculum orientations clearly
emphasize the importance of functions (National Council of Teachers of Mathematics, 1989).
Depending on the dominant mathematical viewpoint, the notion of function can be regarded
in a number of different ways, each with different educational implications.
This paper reviews some of the more salient aspects of the history of the concept of
function,1 looks at its relationship with other sciences, and discusses its use in the study of
real world situations. Finally, the problem of a didactical approach is considered, giving
special attention to the nature of the working concept underlying the activities of students and
the role of different forms of representation.
The Evolution of the Notion of Function
The concept of function is rightly considered as one of the most important in all of
mathematics. As the point, the line, and the plane wer
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