Concept of Function: Transferring the Definitional Knowledge to Multiple Representations and Some Misconceptions

The aim of this research is to determine students’ competencies of transferring their definitional knowledge of function into multiple representations of the concept. this study was conducted to 59 ninth grade students. the data were obtained from the questions of “define the concept of function” and from the six questions requiring students to find the functions ones within the given relations in different representations. descriptive analyses was used to analyze the data. the findings showed that students’ knowledge of function are usually “formal definition”, “any matching between two sets” and “converting process”. besides, it is seemed that not having the necessary definitional knowledge of the concept and various misconceptions regarding several represantations has negatively affected the transferring process.