Investigates the relationship between a fourth-degree polynomial function's parameters and its graph. (MKR)

Gives an example of one danger of using graphing software without an accompanying mathematical analysis by illustrating what might happen if a student were capable of dealing with the drawing of the complete graph of a function only by using a technological tool. (MKR)

Notes that presence of heterogeneous regression slopes in an analysis of covariance design is equivalent to presence of interaction in randomized-blocks design. Describes modification of the usual graphical representation of heterogeneous regressions that can aid in interpreting significant regions for regression surfaces. (NB)

Examines the similarities, differences, and full-text features of the three most-used online systems for full-text searching in general libraries: DIALOG, Data-Star, and NEXIS. Overlapping databases, unique sources, search features, proximity operators, set building, language enhancement and word equivalencies, and display features are discussed.…

Describes how the 16 permanent lists used by a first grade reading teacher (and mother of 6) to manage the household represents the whole range of documents covered in the 3 major types of documents: matrix documents, graphic documents, and locative documents. Suggests class activities to clarify students' understanding of the information in…

A model is presented that demonstrates that a random response to external constraint can produce results similar to those predicted by more complex models. Behavior that appears rational, optimal, or adaptive may truly be a random response to external constraint. Predictions based on this model may provide appropriate null hypotheses. (SLD)

Observes that competition is one of the most important concepts in economics, and that students typically learn a great deal about static competition but very little about dynamic competition. Presents a graphical method for illustrating and contrasting both views of competition. Notes other economic concepts that can be similarly illustrated.…

Describes the learning experiences of young children meeting stem-and-leaf plots for the first time. Presents a vignette that offers a real and dynamic example of how young children can learn, use, and evaluate this powerful statistical display. (Author/ASK)

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

Reports the results of an informal study of very young children's reactions to some visual displays of data. (Author/ASK)

Presents an activity in which students learn how to label graphs in order to make them meaningful. (ASK)

Presents an activity which focuses on the graph of sine and cosine functions and other properties that can easily be inferred from the graph. (ASK)

Describes some observations of novice students during a data-logging activity and draws on recent relevant research. Discusses aspects of students' talk about real-time graphs and reports on their perceptions of using IT in science. Suggests that such talk may help develop students' appreciation of the meaning in their data and their skills in…

Reports on how students managed some technical aspects of graphics calculators as they used them to study graphs of straight lines and parabolas. Identifies three common student difficulties: (1) tendency to be unduly influenced by the jagged appearance of graphs; (2) poor understanding of the zoom operation; and (3) limited grasp of the processes…

Reviews recent research into the effectiveness of the graphing calculator as a tool for instruction and learning within precalculus and calculus, specifically in the study of functions, graphing, and modeling. Contends that much research fails to provide clear guidance or informed debate regarding the role of graphing calculators in mathematics…