Studentsâ?? Knowledge of Functions in an Onlinemathematics Course: a Case Study of College Algebra Students

Today there is a paradigm shift in attitude towardsonline education, therefore, online learning compelsmathematics education to change its focus,organization and use of technology. The belief thatthe concept of function should be a central point inmathematics is not a recent phenomenon. Manyresearchers have acknowledged the difficultiesstudents face in learning the concept of function inface-to-face classroom. On the other hand, researchstudies have done little to examine students'knowledge of functions and their difficulties in anonline environment. Understanding studentsâ?? knowledgeand difficulties with this notion in an onlineenvironment can contribute significantly to findingways to guide studentsâ?? conceptual learning in avirtual setting. The purpose of this study was togain insight into college studentsâ?? knowledge offunctions and explore the difficulties they may havewith this notion in an online learningenvironment. The research and the analysis put forthin this study are specifically useful forprofessionals in mathematics education, mathematicsfaculty who may be considering teaching in an onlineenvironment,and graduate students conducting research.