Teaching functions in a graphic milieu: What forms of knowledge enable students to conjecture and prove?

By I. Bloch. 2003

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Didactic Situations and Didactical Engineering in university mathematics: cases from the study of Calculus and proof (2014, background): “A key issue is then to identify collections of problems that allow substantial explorations of such meaning – Bloch (2003) offers examples of such Situations regarding the concept of function.”
Investigating the secondary–tertiary transition (2008, background): “further developed by Bloch and Ghedamsi (2004). They introduce ten didactical variables in order to study transition for the notion of limit.”
Covariation between variables in a modelling process: The ACODESA (collaborative learning, scientific debate and self-reflection) method (2015, background): “• Approaches with a focus on static institutional representations - focusing on the concept of function (e.g. Bloch, 2003; Breidenbach et al., 1992; Carlson, 1998; Harel & Dubinsky, 1992; Hitt, 1994; Mesa, 2004; Trigueros & Martínez-Planell, 2010), - focusing on the concept of covariation between…”