Abstract
We investigated how students interpret linear and quadratic graphs on a graphics calculator screen. Clinical interviews were conducted with 25 Grade 10-11 students as they used graphics calculators to study graphs of straight lines and parabolas. Student errors were attributable to four main causes: a tendency to accept the graphic image uncritically, without attempting to relate it to other symbolic or numerical information; a poor understanding of the concept of scale; an inadequate grasp of accuracy and approximation; and a limited grasp of the processes used by the calculator to display graphs. Implications for teaching are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 254-268 |
| Number of pages | 15 |
| Journal | Mathematics Education Research Journal |
| Volume | 12 |
| Issue number | 3 |
| DOIs | |
| Publication status | Published - 2000 |