1.

INTRODUCTION

This research aims to investigate students’ conceptual understanding of implicit functions. This chapter
begins with the statement of the problem that drove the study. The second section deals with the
significance of the study. The researcher's motivation for conducting the study is discussed afterwards.
This chapter closes with the structure of the thesis and the research questions.

1.1 Statement of the Problem

The concept of functions is one of the essential topics in mathematics. Calculus, real analysis, abstract
algebra, and other branches of mathematics all use functions which were first introduced in algebra. For

function principles. A function from a set D to set Y is a rule that assigns a unique (single element) 𝑓(𝑥)
students to succeed in mathematics and STEM fields, they must possess a substantial understanding of

∈Y to each element 𝑥 ∈ D. The set D of all possible input values is called the domain of the function.
The set of all values of 𝑓(𝑥) as 𝑥 varies throughout D is called the range of the function (Weir et al.,
2008).

Functions can appear in various forms, such as algebraic, graphical, tabular, piecewise-defined forms,

between 𝑥 and 𝑦. The first type of function is the explicit function. An explicit algebraic function is one
etc. However, there are two types of functions when we want to talk about it in terms of the relationship

in which the dependent variable can be expressed explicitly in terms of the independent variable, i.e., 𝑦
= 𝑓(𝑥), in this notation, 𝑓 represents the function, the letter 𝑥 called the independent variable,
represents the input value of 𝑓 and 𝑦, the dependent variable represents the corresponding output
value of 𝑓 at 𝑥 . The second category is the implicit function. Equations such as 𝑥2 + 𝑦2 − 25 = 0, 𝑦2 −
𝑥 = 0, and 𝑥3 + 𝑦3 − 9𝑥𝑦 = 0 define an implicit relation between the variables 𝑥 and 𝑦. They are of the
form 𝐹(𝑥, 𝑦) = 0 other than 𝑦 = 𝑓(𝑥) (Weir et al., 2008).

In several popular one-variable calculus textbooks, the idea of implicit functions is introduced at the start
of the section on implicit function differentiation rather than in a separate part, for example (Stewart,
2010; Weir et al., 2008). There are a few exercises, questions, and examples in these calculus textbooks
that specifically address the idea of implicit functions. Since the chapters under which they are studied
place a strong emphasis on computing derivatives, and since students in a one-variable calculus course
lack the prerequisite knowledge to state the Implicit Function Theorem formally, teachers do not treat
implicit function in sufficient depth to

assume that 𝑦 is an implicit function of 𝑥" is a popular statement made by instructors who closely
allow for students to understand implicit functions geometrically (Borji & Martinez-Planell, 2019). "We

adhere to the textbook, along with a brief explanation of what this statement means (Borji & Martinez-
Planell, 2019).
Implicit functions are essential in mathematics because they are linked to fundamental ideas in calculus,
especially in differential equations and other subjects such as chemistry and physics. For example, in the
Van der Waals equation of the state of gases,

{𝑃 + 𝑎 (𝑛) } 𝑉 − 𝑏) = 𝑛𝑅𝑇 ,

𝑉 𝑛

which links the variables 𝑉, 𝑃, 𝑇,𝑅 and the parameters 𝑎, 𝑏, 𝑛, it is difficult to solve explicitly for the
variable 𝑉. To calculate the value of the variable 𝑉, physicists often work with the implicit form and
apply numerical methods. Likewise, the function

𝑦2

is the solution to the differential equation

+ 𝑥𝑦 +

𝑥2

=𝑐

𝑑𝑦

𝑑𝑥

𝑦−𝑥
𝑦+𝑥

defined implicitly. It is difficult to express the solution explicitly for 𝑦 in terms of 𝑥 . Therefore, the
implicit form is often the feasible solution. Implicit functions require a more thoughtful grasp of the
interactions between variables. The lack of comprehension makes it more difficult for students to use
mathematical ideas successfully in academics and other places where it is applicable.

Students comprehending implicit functions is necessary so that they can deal with mathematical
relationships with multiple variables. They will likely struggle with higher mathematics topics such as
mathematical modelling and differential equations that require the application of implicit functions.
Looking into how students conceptualise implicit functions and finding effective instructional strategies
to strengthen their learning is crucial, given the essential role implicit functions play in many branches of
mathematics and their application in other disciplines, such as physics and chemistry.

My study investigates misconceptions and difficulties impacting students' conceptual understanding of

1.2 Significance of the Study

While there is much research on students' comprehension of explicit functions (e.g., Martinez- Planell &
Trigueros Gaisman, 2012; Dubinsky & Wilson, 2013), there is little on implicit functions. For instance,
only a small number of research have considered a study on students' conceptual comprehension of
implicit functions, for example (Borgi & Martinez-Planell, 2019). However, the other research on implicit
functions focussed mainly on the computation of differentiation of implicit functions. For example, their
research did not focus on the graphical and geometric understanding of implicit functions (Chu, 2019;
Kandeel, 2021). They generally reported students’ difficulties in understanding the computation of
implicit function differentiation. Even though implicit functions are typically covered in the introductory
calculus of functions of one variable course, this does not give students the basis and the mathematical
skills they need to critically analyse and prove the implicit function theorem, which forms the basis of a
thorough study of implicit function differentiation (Borji & Martinez-Planell, 2019).

The present study investigates students’ conceptual understanding of implicit functions using the
conceptual change theory and other theoretical frameworks. It is important to provide students with the
learning opportunities they need to gain a solid understanding of implicit functions. Integrating the
geometric and graphical components of implicit functions into a teaching approach is an essential
feature of this research. This is crucial because it seems the traditional way of teaching implicit functions,
which usually involves the computation of differentiation of implicit functions, does not assist students in
developing an understanding of implicit functions. Moreover, the present study hopes to bridge the gap
between explicit and implicit functions.
This study is important for two reasons. First of all, it is likely to contribute to the literature on the
conceptual understanding of implicit functions by addressing some of the gaps identified in some of my
literature reviews, such as the geometric and graphical aspects of implicit functions. Furthermore, it
suggests a method of teaching, which seems hopeful for students' conceptual understanding of implicit
functions.

1.3 Motivation of the Researcher for Conducting the Study

Implicit functions are, to begin with, a problematic mathematical topic that many students find
challenging to comprehend. I am a living example because, as an undergraduate, I also found the study
of implicit functions difficult. Regretfully, I was not the only one who struggled to comprehend implicit
functions. Nearly all my fellow undergraduates struggled with implicit

function. A significant issue we all shared was that it was always about its differentiation whenever an
implicit function was brought up. I was allowed to work as a maths teacher in a senior high school after
completing a degree program in mathematics at the university. Implicit functions had to be taught
according to their syllabus. The differentiation of implicit function remained the focus, as usual. I did not
think twice about investigating the conceptual understanding of implicit function when I got the chance
to do my master's thesis. When my supervisor approved of the research topic, I was excited. Implicit
function is now something I appreciate more than I did before. Therefore, I am sure that the study's
findings, when appropriately applied, will improve students' conceptual understanding of implicit
functions to some extent.

Second, while implicit function is a significant subject, there is scarce research on students' conceptual
understanding of this topic. It seems this makes it difficult for teachers to improve their instruction.
Implicit function differentiation has been the focus of the limited study that has been done on this topic.
Adding to the body of knowledge about implicit function conceptual understanding among students was
a powerful motivator. Another motivating factor is that implicit functions are fundamental in various
mathematical domains, such as calculus and differential equations. Researching students’ understanding
of implicit functions contributes to building a good basis in mathematics, which is essential for further
academic and professional pursuits in STEM fields.

1.4 Structure of the Thesis

This thesis has six chapters. The first chapter is the introduction, which includes a section explaining the
thesis's structure. It also includes the statement of the problem, the study's significance, the researcher's
motivation for conducting the research, and the research questions.

The second chapter presents the study's theoretical framework. It begins with the conceptual change
theory that underpins this study and the theory of didactic situations. A synopsis of constructivism,
understanding, and conceptual understanding follows it. This chapter additionally covers misconceptions
and mathematical difficulties, and a literature review of implicit functions and related disciplines such as
functions conclude it.

The third chapter covers the research methodology, ethical considerations, validity and trustworthiness.
The research design, which is also categorised under methodology, comprises the research paradigm,
the research method, research participants, data collection techniques

(pre-test, post-test, and semi-structured interview), teaching intervention, data management, and
strategy for data analysis.

The fourth chapter of the thesis describes the methodology for analysing the data gathered from the
participants and examines the results of the analysis.

The study's fifth chapter is devoted to discussions of the research findings. The interpretation of the
study's findings or results with the research questions, a comparison of the results with previous
research, theoretical implications (discussion of the study) and an emphasis on the study's contribution
to the overall body knowledge in implicit functions are all included.

This thesis ends with a chapter on conclusions. The aim of the thesis will be restated at the beginning of
this chapter to remind readers of the goal of the investigation. This chapter will include an overview or
summary of the study's results, implications for teaching, limitations, and recommendations for future
research.

1.5 Research Questions

This study aims to answer the following questions:

1. What misconceptions and difficulties do students encounter in developing a conceptual

2. How can instructional strategies and interventions be designed to address these misconceptions
and difficulties?

The first research question aims to expose some of the difficulties and misconceptions learners
encounter when conceptualising implicit functions. This is important considering their application in
other topics in mathematics, significantly differential equations.

On the other hand, the second research question attempts to suggest ways in which implicit function can
be taught in our schools to promote students' conceptual understanding of this important topic.