Presents a device for sketching the graph of the composite and inverse of single variable real-valued functions. Discusses some didactic methods of paths. (YP)

Investigates the extent to which visual considerations in calculus can be taught and be a natural part of college students' mathematical thinking. Recommends that the legitimacy of the visual approach in proofs and problem solving should be emphasized and that the visual interpretations of algebraic notions should be taught. (YP)

Proposes elements of a model of knowledge structures used in comprehending and generating graphs. Uses the competence model to attempt to organize and interpret findings on misconceptions in graphing. Discusses two types of common misconceptions; treating the graph as a picture and slope-height confusions. (YP)

Introduces an introductory module for analysis. Describes stock of basic functions and their graphs as part one and three methods as part two: transformations of simple graphs, the sum of stock functions, and upper and lower bounds. (YP)