Student perceptions of aspects of algebraic function using multiple representation software

摘要: Multiple representation software was used here as the core of algebra curriculum eighth graders (age 14 years) learning algebraic functions and graphs. The connection between symbolic their graphs received special emphasis. Thirty-five students met 20 times over a 3-month period in computer-facilitated lessons. Data gathered through observations class work results five paper-and-pencil tasks. Three aspects student perceptions concept function were examined: identification classification families functions, connections inclination slope graphs, distinction properties its picture. Results performance on tasks analyzed primarily terms type arguments they used—either standard computation techniques, visual considerations, or combination both. Findings indicated that although method teaching both promoted inventiveness—i.e. original unexpected conjectures—and enhanced understanding three examined, manipulations did not occur spontaneously.