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The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students' Understanding of Function

Jeannie C. Hollar and Karen Norwood
Journal for Research in Mathematics Education
Vol. 30, No. 2 (Mar., 1999), pp. 220-226
DOI: 10.2307/749612
Stable URL: http://www.jstor.org/stable/749612
Page Count: 7
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Abstract

In this study, we extended O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. We found that students in the graphing-approach classes demonstrated significantly better understanding of functions on all 4 subcomponents of O'Callaghan's Function Test, including the reification component, than did students in the traditional-approach classes. Additionally, no significant differences were found between the graphing-approach and traditional classes either on a final examination of traditional algebra skills or on an assessment of mathematics attitude.

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