Which school year should be more appropriate for developing "Conception of function" at an elementary school? It has been moved to third grade or fourth grade every time the course of study was revised. It seems, however, that there have not done sufficient examinations by having an experimental class to control some conditions in class for comparison. Judging from this point of view, we conducted lessons, through common direction and instructor, to three groups of pupils of 2nd, 3rd, and 4th grade where these three groups were set homogeneous in arithmetic, to survey the possibility for developing an understanding "Conception of function" and to make clear the inclination of each school year. As the result, we confirmed that basic parts of "Conception of function" can be taught to the 4th grade pupils, that upper class of 3rd grade pupils are able to understand nearly to the extent that 4th grade pupils do, that lower class of 3rd grade pupils can be instructed as far as we give them basic items such as "one-to-one correspondence", and that for 2nd grade pupils it is appropriate to give them instruction of ground- preparing to such extent that "relation" is taught, and so on.
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