[Fig. 3] Figure about spot of interview
[Fig. 4] Tasks of interview
[Fig. 5] Mathematics II in the 2009 revised mathematics curriculum, table of contents of function in textbooks
[Fig. 7] Mathematics II in the 2009 revised mathematics curriculum, composite function configuration method
[Fig. 8] When introducing a composite function, the difference between the range of the function and the domain of the function
[Fig. 9] Mathematics II in the 2009 revised mathematics curriculum, inverse function configuration method
[Fig. 10] Procedure to obtain inverse function in textbook
[Fig. 11] Example of a textbook showing a composite function including a function rather than a one-to-one function7)
[Fig 12] Example of a textbook showing a composite function including a function rather than a one-to-one function
[Fig 13] A picture of the correspondence relationship, student B presents to student A
[Fig. 1] Correspondence relationship that a student’s question about a function
[Fig. 2] Modified Figure ‘Correspondence relationship that a student’s question about a function’
[Fig. 6] Mathematics in the 2015 revised mathematics curriculum, table of contents of function in textbooks
[Table 1] Sequence of interview
[Table 2] An analysis table of the textbook introduction materials
[Table 3] A table showing students' expressions about ‘function’, ‘composite function’, ‘inverse function’
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