The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students' Understanding of Function
Jeannie C. Hollar, Karen Norwood
March 1999, Volume 30, Issue 2, Page 220
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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