Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on all four subcomponents of O'Callaghan's Function Test than did students in the traditional-approach classes. Contains 12 references. (Author/ASK)