An interesting graphical interpretation of complex roots is presented, since it is probably unfamiliar to many mathematics teachers. (MNS)

Describes an activity on data management and statistics in which students were asked to think of a topic and collect information on it to analyze and represent in graphs. (ASK)

Explores the effects of varying the coefficients in the general quadratic function using graphing calculators. (MKR)

Discusses a method of graphing polar equations using information from the Cartesian graphs of trigonometric functions. (MKR)

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)

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)

Reasons for having students make graphs are noted. Then specific graphing topics and materials appropriate for young learners are presented, including life-sized, floor, clothespin, felt-face, block, and magnetic graphs, and polls of pupils. (MNS)

Graphs are used to help students keep records of their scores as they learn the basic facts. (MNS)

A method for finding the complex roots of a graph is detailed. A conjecture is made regarding the nature of zero points of fourth-degree polynomial functions, but it is not proven in general. Mathematical induction is viewed as a promising tool to prove the conjecture that turned out unproductive. (MP)

Fourth graders (n=204) and seventh graders (n=185) were given a prior-knowledge inventory, a graph test, and reading and achievement tests during four testing sessions. Significant predictors for graph comprehension were identified for both grade four and grade seven students. The results suggest that children should be involved in graphing…

The author suggests that slope be introduced as a topic independent of graphs, and that it be presented in a way that makes some sense of using a fraction to represent it. Many examples are included. (MNS)