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Abstract

In this paper I discuss some results got in 1997/98 with Brazilian mathematics school teachers. The research was done to investigate their mathematical language as related to the concept of function. A dichotomy was detected between “formal” and “practical” language they used to express their own conceptions of function, as well as to teach their students this subject. Also, I found teachers’ conceptual images “shrinking” as soon as they were far from their colleges or universities programs.

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