Top
| Preface | p. ix |
| Toward a Common Research Perspective | p. 1 |
| Content | p. 10A |
| Graphing in the K-12Curriculum: the Impact Of the Graphing Calculator | p. 37 |
| Seizing the Opportunity To Make Algebra Mathematically And Pedagogically Interesting | p. 41 |
| Aspects of Understanding On Multiple Perspectives ARepresentations of Linear Relations and Connections Among Them | p. 69 |
| Concluding Discussion | p. 97 |
| Acknowledgments | p. 99 |
| References | p. 99 |
| Functions and Graphs --Perspectives on Student Thinking | p. 101 |
| References | p. 129 |
| Teachers' Thinking About Functions: Historical And Research Perspectives | p. 131 |
| References | p. 156 |
| Acknowledgment | p. 156 |
| Integrating Research On Teachers' Knowledge Of Functions and Their Graphs | p. 159 |
| Functions, Graphing, And Technology: Integrating Research on Learning And Instruction | p. 189 |
| Acknowledgment | p. 233 |
| ViCurricular Implications | p. 238a |
| Curricular Implications Of Graphical Representations Of Functions | p. 239 |
| References | p. 275 |
| Vii Reactions | p. 278a |
| The Urgent Need for Proleptic Research in The Representation Of Quantitative Relationships | p. 279 |
| Some Common Themes And Uncommon Directions | p. 334 |
| Author Index | p. 339 |
| Subject Index | p. 345 |
| Table of Contents provided by Publisher. All Rights Reserved. |
