The effects of a graphing approach college algebra curriculum on students' understanding of the function concept

The purpose of this study was to examine the effects of a graphing-approach college algebra curriculum along with the TI-82 graphing calculator on students' understanding of the function concept. The research questions explored were based on the theoretical framework of the reification (process/object) designed to characterize a conceptual understanding of function.;The researcher hypothesized that students that use the TI-82 in a graphing-approach curriculum will have a significantly greater understanding of the function concept than students in a traditional algebra curriculum. It was further hypothesized that the graphing-approach group would achieve at least the same level of traditional algebraic skill as their counterparts and would also have a better attitude toward math.;The researcher used the quasi-experimental nonequivalent control group design to investigate the function understanding, traditional algebraic skill, and mathematics attitude. The sample consisted of four intermediate college algebra classes at a large state university. The design was balanced with two teachers each teaching one experimental and one control class in parallel time periods. The study involved 90 students and lasted for one full semester. The classes studied the same topics, but the traditional algebra curriculum focuses more on calculations and manipulations with paper and pencil. The function posttest had four subtests: modeling, interpreting, translating, and reifying. Since no pretest differences were found between groups, a MANOVA was used to analyze both the entire function test and the subtest scores. A total score ANOVA supplemented the findings.;Findings indicate that students in the experimental group had a better understanding of functions as a group than did the control group. They had significantly higher scores on the function test and on all four subtests. No significant differences were found on the departmental final exam which measures traditional algebraic skill without a graphing calculator. Neither were differences found in mathematics attitude.;Current mathematics theory suggests that technology has the potential to help facilitate the development of structural conceptions of functions. This study supports that theory and suggests that graphing calculator has some effect in bridging the gap between operational and structural conceptions.