Multiple Representations and Technology in Math Classrooms

MULTIPLE REPRESENTATIONS AND TECHNOLOGY IN THE MATH CLASSROOM
Multiple Representations and Technology in the Math Classroom
Ashley D. Favors
Kennesaw State University
May 1, 2017
EDUC 7797: Capstone in Middle and Secondary Grades Education
Dr. Guillory
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MULTIPLE REPRESENTATIONS AND TEACHNOLOGY
Abstract
The purpose of this study was to examine the effectiveness of using technology in a math
classroom to teach students how to identify, interpret, and analyze linear functions. The study
examines the effects of teaching the different representations of linear functions using a
mathematics software (TI-Nspire) on students’ achievement in contrast to the regular instruction.
In the study, 18 students (6 girls and 12 boys) of a public school in Georgia participated in a
randomized posttest control group design. The study was administered in the spring semester of
2017. The summative assessment (posttest) for the linear function unit in the Algebra 1 course
was used to collect data. Analysis of covariance (ANCOVA) was used to conducted the
quantitative analysis. The results showed that teaching representations of linear function using
technology had a significant effect on students’ performance positively on the posttest compared
to the regular instruction.
Keywords: Linear functions, technology, TI-Nspire, Mathematics Education
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Multiple Representations and Technology in the Math Classroom
Introduction and Rationale
Problem Statement1
Algebra introduces students to a set of tools that are relate to each other and sometime these tools
can be interchangeable. This set of tools consists of tables, graphs, equations, formulas,
functional relations, and identities. The National Council of Teachers of Mathematics Standards
has developed curricula that has an increase in attention for multiple representations because
students must understand the connected representations and how to link them together. This
shows the mastery of using these tools. Students ability to link and translate among multiple
representations is a critical piece in the development of their algebraic thinking and give them
access to a perspective on mathematics that one can’t gain from one representation. It’s very
important that teachers understand how to help their students gain access to this integrative
perspective and help them put different tools together. I have been teaching these different tools
but I notice my students weren’t linking the different tools together. My students see the tools as
separate things. This is when I realized it is because of the way I’m teaching the tools. I have
been teaching the tools separately rather than teaching them in such a way that links the
representations together which leads to the ability to translate among the different
representations.
School and Community Context
I believe the nature of the school’s community serves as an asset and a challenge. The
demographics of the community have changed rapidly over the years. When the school first
open, the community contained mainly all white members but over the years the community has
changed to a more diverse community. One of the issues that the community faces is being in a
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low-income area. The community have challenges with involvement in the community and in the
local school.
According to the Georgia DOE website, the school population is made of 50% Hispanics,
40% African American, 6% Caucasian, 2% Asian, and 2% multi-racial. I see this as one of the
school successes. This allows students (and teachers) to get to know other people from many
different racial and ethnic backgrounds. In spite of the school having a low graduation rate
(57%), the school has been a Georgia Rewards (highest progress) for four year in row (2012,
2013, 2014 and 2015). Being a reward school shows that the school is constantly making
progression. The population of the school also contains students (83%) who receive free and
reduced lunch. Most of the students at this school are coming from a household who are
economically disadvantage. This can be a challenge for the community as well as the school. The
school faces the challenges of having a good amount of its population consists of students who
are learning English for the first time and students with disabilities that cover a wide range
(learning disability, emotional disorder, behavior disorder, MID, ADHD, Autism, etc.).
I have been teaching inclusion math classes which are classes mixture of special
education students, general education students, and English language learning students. I also
teach support math classes, which are classes for students who needs building or remediation on
lower level mathematical skills. I have noticed that my students come to my class lacking
problem solving skills and the inability to think algebraically. They have not been exposed to or
use this abilities on a consistent basis. I do believe my students can gain these skills and ways of
thinking. In my work with students, I observed that students prefer a certain type of
representation when working with functions and I have had difficulty in changing their
preference. I also have noticed that my students are not linking the different representations of
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functions together. Many of my students are comfortable or stronger with certain representations.
This familiarity is the reason for some of their preferences. While observing my students’
understanding of linear functions, I have found that I must add activities to help students develop
proficiency in making connections between tables, graphs, and/or equations of linear functions.
Framework of the Study
Review of the Literature
Mathematics is an important discipline that provides vital tools, such as problem solving,
to enhance our cognitive abilities. To solve a problem, it is better to visualize and represent
through multiple means. Multiple representations can help a person to reconsider a problem with
their own words in that visualizing process.
The purpose of this study was to investigate the effectiveness of using technology in a
math class to teach students how analyze linear functions. The review of literature that is
interconnected to this study is expressed through three parts. The first part is the analysis of
literature and research on multiple representation. The second part reviews the literature on
technological tools in teaching multiple representations. The third part is a logical conclusion of
the literature review.
Multiple Representations
Multiple representations are generally defined as representing mathematical relationships
in different ways, such as symbol, diagram, table, verbal statement and figures etc. (Özdemir,
Ayvaz Reis, 2013). Similarly, the National Council of Teachers of Mathematics defines multiple
representations as the key elements in mathematics education. Different representations may give
students a chance to form different approaches to the same problem. This cause students to not
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stick to one idea or to one representation. Attention has been placed on the use of multiple
representations because multiple representations will escape the limitations of one type of
representation which leads to the ability build a new one (Özdemir, Ayvaz Reis, 2013). This
gives students the opportunity to create, manipulate, observe, discuss, and reflect on different
representations and to make connections among them. We enable students to develop and refine
concepts (Steketee and Scher, 2012). This ability is recognizable and more helpful for the
problem-solving process. Piez and Voxman (1997) believe that students need to be strongly
encouraged, possibly required, to work with multiple representations; activities such as these
give students that experience and help them develop flexibility in their problem-solving abilities.
As teachers, we know our students have different learning styles; therefore, our students need to
use more than one type of representation so they can define their own solving environment
(Özdemir, Ayvaz Reis, 2013). Most students need a visualization when solving problems so they
can make their process visible. Multiple representations can provide this visualization for
students. These memorable visual representations can help understanding, recall, generalization
of concepts, overcome the tendency to tie concepts to a single representation, and develop a
more mathematically rigorous understanding of the topic (Steketee and Scher, 2012). Overall,
students who have more flexibility with different representations will be more successful in
solving a variety of problems.
Adequate algebra teaching was linked with multiple representations which are tables,
equations and graphs. The examination of multiple representation was investigated from
different perspectives. The investigation of likely advantages of a multiple representational
curriculum was conducted by Rider (2004). The researcher investigated the effects of multiple
representation on students’ understanding and students’ ability to transitions among these
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representations (graphical, tabular, and symbolic) of algebraic concepts. In the study, traditional
algebra curriculum was taught to a group of eight students. The curriculum focused on symbolic
representation. Another group of eight students were taught the algebra curriculum that introduce
representations together without any preference. Student interviews were conducted. The results
show that students’ conceptual knowledge of algebraic and functional concepts was improved by
multi-representational curriculum.
Beyranevand (2010) investigated the partnerships between students’ achievement levels
as well as two abilities concerning multiple representations and linear relationships. The
researcher focused on the ability to identify the same linear relationship represented in different
ways and the ability to solve linear equations presented multiple ways. The students’ preference
regarding representations were investigated as well. The participants of this study consisted of
443 seventh and eighth grade students. A survey and problem sets was used to collect data.
Students attitudes toward different representations was survey through scale questions. Students
were also asked to solve problems presented in different forms like verbal, pictorial and
symbolic. Students answers were compared through analyses of multiple regression/correlation
and chi-square. The results showed that students who performed on a higher level were students
who could recognize the same linear relationship presented in different ways and solve linear
equations presented multiple ways. The results also showed that the preference of low-achieving
students was pictorial representations as students of high-achieving preferred verbal and
symbolic representations when solving linear equations.
Technology
The utilization of technology for exploring and link multiple representations has received
increased attention in mathematics education (Asli Özgün-Koca,2008). The National Council of
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Teachers of Mathematics (NCTM, 2000) recommends new forms of representation associated
with electronic technology, which creates a need for even greater instructional attention to
representation. The advantage of some technological tools which allow linking of multiple
representations of functions such as graphing technology software and TI-83 graphic calculator
was examined for high school students in many studies. In Borba & Confrey (1996) study, a
student’s constructions of transformation on function was investigated. The student used a
technology tool called Function Probe to create their constructions. The connection between
graphs, tabular, and algebraic representation were examined. The results showed that visual
reasoning is a strong form of cognition. Also, multiple representations motivated the students to
complete the investigation.
The investigation of the effects of graphing technology on pre-algebra students’
understanding of function concept was conducted by Pilipezuk (2006). In the investigation,
polynomial, rational, exponential, logarithmic, and trigonometric function were measured as
reported by three components. The components are modeling, graphing and problem solving. In
this study, experimental group students participated in five laboratory activities that were
calculator based and the control group participates did not participate in any of the calculator
based activities. Quantitative and qualitative methods were used to examine the data collected
from pre-test and posttest. There was no significant difference between groups on the three
components according to the multivariate and univariate analyses. Qualitative analyses result
also showed that experimental group students performed higher than the control group students
on graphing a function. The results revealed that the control group students were less successful
than experimental students on demonstration and scaling of end behavior of a function. The
experimental group students used graphical methods to solve problems more that the control
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groups students. Pilipcezuk (2006) recommended that laboratory activities with the use of
calculator can affect the students’ performance in a good way. It was also indicated that graphic
calculator can be used to show multiple representation of a function in such a way (graphical and
tabular) that leads to exploring and analyzing function.
Tajuddin, Tarmizi, Konting and Ali (2009) investigated the effects of using graphic
calculators on high school students' performance on Straight Line topic. They also investigated
students’ meta-cognition awareness level. Straight line topic included four different concepts.
The concept of the gradient of a straight line, the concept of the equation of a straight line, the
concept of the gradient of the straight line in Cartesian Coordinates, the concept of intercept, and
the concept of parallel lines. In this study, the experimental group students learned the topics at
hand by using TI-83 graphic calculator. The control group students learn the same topics without
using TI-83 calculators. The researcher administered a test (Straight Lines Achievement Test), a
rating scale to measure mental load (Paas Mental Effort Rating Scale), and a survey to assess
students thinking as well as their strategy usage (Meta-cognitive Awareness Survey). The results
from the t-test showed that there was a significant difference between groups in favor of the
experimental group. Thus, using graphic calculator enhanced high school students' performance
on the concept of straight line and their level of meta-cognitive awareness.
Conclusion
The reviewed studies on multiple representations were the advantage of using multiple
representations and translating between these representations. All studies reported were
administer with middle school students. The studies used different types of data collection tools
and data analysis. The results of these studies showed that using multiple representations and
translating between these representations enhanced the conceptual understanding and
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performance level of students in the subject of algebra. Additionally, students’ skills regarding
multiple representations and translating between them can be improved by using an instructional
design that focus on multiple representation. The success of using technological tools in
mathematics classrooms was showed in experimental studies. Technological tools such as TI-83
plus graphic calculator and graphing technology software were used in these studies. The studied
included high school students.
The studies with high school students concentrated mostly on multiple representations of
functions like algebraic, graphical and tabular. A core skill for the comprehension of the concept
is making transitions between these representations. The importance of this skill was seen in all
studies. Positive effects of using these technology tools and software on both students’
achievement in function concept and attitudes towards mathematics lessons was indicated in the
evidences for most of these studies. The studies examining the results of using graphical
software and TI-83 graphing calculators for the function concept is related to this study. The
devices were found to be practical and beneficial.
A limited number of studies investigated the results of using TI-Nspie software on
students’ performance. The re-currenting point in these studies was related to the effectiveness of
graphical software or graphing calculator for the concept of functions. Nevertheless, literature on
TI-Npsire software usage at the high school level for the teaching and learning of linear
functions is still limited. So, there is a need to investigate the success of using TI-Npsire on
students’ achievement in linear functions at the high school level. In this study students could
inspect all representations at the same time on one screen of TI-Nspire software for making
translations. Thus, this study is different from other studies concerning multiple representations.
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Research Questions
I developed two main questions that are the driving forces behind my research. These questions
are:
1. In what ways does TI-Nspire (technology) help students to make connections between
multiply representations of linear functions in contrast to regular instruction?
2. In what ways does TI-Nspire (technology) increase students’ conceptual knowledge of linear
functions in contrast regular instruction?
Methods
Participants
A convenient sampling method was used to determine the participants of this study. 18 students
of the public school, in which the researcher is working, participated in the study. The school has
acceptable technological framework. The school has a computer and a projector in each
classroom. There are six computer laboratories which has 20 – 30 computers, a projector and a
smart board. Additionally, there are 10-12 mobile laptop carts that holds 30 laptops each and one
IPad cart with 30 IPads. These technological devices were needed during the study.
The students in this study was selected from an Algebra 1 repeater course. Normally in a repeater
class the students have a high absent rate. Therefore, the students selected for this study are
students who have a higher attendance rate than other students in the class. Since this course is a
repeater class, the grade level of the student range from 9th grade to 11th grade. The
demographics of this group of students contains Hispanics and African American students.
Seventeen students in the study have repeated this course between 1 to 3 times. This class have
more boys than girls so the study contains more boys than girls. The number of girls and boys
were 6 and 12 respectively. In the experimental group, there were 3 girls and 6 boys, and in the
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control group, there were 3 girls and 6 boys. Out of the eighteen students in this study, 4 are
special education students, 1 is English language learner, and 13 are general education students.
The school is in a low-income community so socioeconomic levels of students were similar. The
description of the students’ parents range from illegal immigrants, legal citizens, employed,
unemployed, deceased, family relative to group home. Some of the students have a computer in
their home and other do not. It could be assumed that all students in this study had a minimum
required knowledge of computer use, which they used during the treatment.
Methods
The reason for this study was to explore the results of teaching multiple representations
of linear functions with technology, TI-Nspire, on students’ understanding and achievement. “All
the research methodologies described in this book, experimental research is unique in two very
important respects: It is the only type of research that directly attempts to influence a variable,
and when properly applied, it is the best type for testing hypotheses about cause-and-effect
relationships” (Frankel & Wallen, 2006, p.261). With this suggestion, experimental research with
a randomized posttest and control group design was used for this study. Eighteen students were
randomly assigned (equally) to the experimental and control groups. Thereafter, 9 students in the
experimental group received regular instruction, an activity investigating linear function, and an
activity on multiple representations using TI-Nspire software. The 9 students in the control group
attended regular instruction. After the treatment, a post-test was given to both groups.
Evidence
Two instruments were used to collect data for this study. The unit pre-test was given to
review the current levels of the experimental and control group students regarding their
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understanding of linear functions and multiple representations at the start of the study. The unit
post-test was given to measure the students’ success after the treatment.
The unit pre-test was developed to assess the students’ current understanding of linear
functions before the treatment. The results provided information about the like success of the
experimental and control group participants. The pre-test had ten multiple choice questions. All
ten questions were adopted from the county mathematics resource and wiki website. The content
of the test included slope, rate of change, evaluating linear functions, identifying functions/linear
functions, and writing linear functions from tables and graphs. The specification of the pre-test is
listed in the table below.
Content Objective Question Number

Given the equation y = 2x + 3, Q1
how does changing the value of
x affect the value of y?
Slope and Rate of Change
Which of the following graphs Q8
shows a constant rate of change?
Q2
If the function is defined for
all numbers x by
Evaluation Linear Functions
, then what is
the value of ?
Q9
The graph of the function
f ( x )=−3 x +3 is shown. What
is the value of f(3)?
Which table represents a Q5

nonlinear function?
This graph shows the

Identifying Functions and relationship between a touring
Linear Function company’s profit and the Q4
number of customers on tour for
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up to 6 customers. What does

the graph’s x-intercept represent
in this situation?
Which equation best describes Q3

the relationship between the
corresponding values of x and y
shown in the table?
Jerald created the following

chart to track the amount of dog
food his dog ate. Use his chart to Q6
answer this question. If Jerald
Writing Linear Functions
starts out with 20 pounds of dog
food, which equation represents
how much dog food (y) will be
left after any day (x)?
Which is the function described Q7

by the table of ordered pairs?
Which linear function best

describes the graph shown Q10
below?
Pre-test was applied to the experimental and control groups. The correct answers were judged as
1 point and wrong answers was judged as 0 points. 10 points were the maximum achievable
points for the test. Minimum possible points were 0 points.
The unit post-test was formed by the researcher to assess students’ understanding of
linear functions through multiple representation. The unit test was administered to both
experimental and control group after the treatment. The posttest had 15 multiple choice questions
that were worth 2 point each and 4 short answer questions that were worth 3 points each. Nine of
the ten questions from the pre-test are included in the post-test. The questions were prepared per
county mathematics resource and wiki website. The objectives were specified by the researcher
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in terms of student learning at the end of each class. 45 points were the maximum achievable
points for the test. Minimum possible points were 0 points.
The classification of the variables in this study are independent, dependent and
covariates. The independent variables of the study were regular instruction with multiple
representations activity involving technology (TI-Nspire) and linear functions investigation
activity against regular instruction without using technology. The dependent variables were
students’ unit post-test scores. Students’ scores from the pre-test that was given before the
treatment was the covariates of this study.
With the use of Excel, 18 students from the same class were randomly assigned into two
groups. The Randbetween function of Microsoft Excel was used for this process. Two different
lists were generated for male and female students in a new worksheet. The students’ names were
represented by a number for categorization. There were 6 females and 12 male students. To
separate the female group into two random and equal groups, the Randbetween function was
used. The function generated random numbers between 1 and 6, until it reached 3 different
numbers. Same procedure was conducted for the male students. Therefore, two groups were
created containing 3 females and 6 males each. Next, tossing a coin was used to select the
experimental and control groups. As a result, the groups were formed with 3 females and 6 males
for experimental and 3 females and 6 males for control group.
The treatment was executed in two weeks, totaling eight class sessions of 90 minutes for
each group. Students in both groups took the treatments during regular school hours. Pre-test was
given before the treatment at the same time for both groups in their regular classroom. At the end
of the unit, the post-test was administered. A laptop cart of the school was arranged for the
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experimental group. There were 30 laptops, so each student worked individually with a laptop. A
regular classroom in the school was chosen for the control group.
Lesson plans for each group were prepared based on required standards for the unit. The
lessons were rearranged to integrate TI-Nspire for experimental group. Activity sheets included
directions telling students what to do on the TI-Nspire file. This file contained a graph, table, and
function rule. Students used the data capture option and a slider in TI-Nspire to fill in values into
the table, function rule, and plot points on the graph. Worksheet were prepared for the control
group included tables and graphs drawn on them with questions to answer.
For ethical reasons, after this study, the topics were covered again for the control group
students including the linear function investigation and multiple representation activity with TI-
Nspire. Therefore, all participants in this study had the opportunity to study linear functions in
the same learning environment.
Analysis
At the beginning of the study students took a pre-test to be compare to the post-test taken
at the end. During the treatment process of the study the students investigated linear functions in
different representations and the connection between equations, tables, and graphs to help them
translate among the different representation. After the treatment, students took a post-test
containing the pre-test questions given at the beginning. The posttest will also have questions not
on the pre-test.
Once all quantitative data is gathered, the data analysis of the pre-test and the posttest
will begin. The researcher, and only the researcher, will grade both pre-test and post-test on the
same scale to stop any bias from occurring. Once all papers are graded, the researcher will use
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the assigned numbers from each student to keep each student anonymous when recording and
reporting the data. The pre-test scores were entered in Excel software and compared using
descriptive statistics. To examine the common characteristics of the sample, descriptive statistics
which are mean, median, standard deviation, skewness, kurtosis, maximum and minimum values
of the data were examined for the experimental and control groups. For the data collected from
the post-test, quantitative data analysis was used. The data analysis option through Excel was
used to analyze this data. A quantitative data analysis is classified as descriptive and inferential
statistics. Analysis of Covariance (ANCOVA) was used to examine the differences between the
mean scores of the groups on posttest while controlling pre-test scores.
A box plot was created for both groups through excel to examine the total score for each
group and to have a visual of the growth for each group. Analysis of Covariance (ANCOVA)
was conducted to examine the differences between the mean scores of the groups on posttest.
The results were recorded to determine whether there was a significant difference in teaching the
different representations of linear functions simultaneously with TI-Nspire. If there shows to be
a significant difference between the post-tests scores of the control group and experimental
group, the results will show that teaching the different representations of linear functions
simultaneously with technology is an effective strategy. If there is no significance, it will show
that there was not a big different in achievement for the experimental group than control group. I
predict to see a difference on pre-test and posttest scores after a treatment regardless if the
difference is significant or not.
Ethics
Before the study, the research gain permission for the school principal by presenting the
propose of the research as well as getting the principal signature on the assent and consent forms.
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After approval from the principal, the researcher gain permission from the selected 18 students
through an assent form. Thereafter, the research sent home assent and consent forms for each
parent to sign agreeing or disagreeing to let their child participate in the study.
Earlier, it was presented that students were at the same socioeconomic level and students
were randomly assigned to the groups. Therefore, subject characteristics could not be a problem
for this study. Since the study was conducted with a repeater class, the students are technically on
the ninth-grade level (academically). 18 students from the same class participated in this study as
volunteers. All students continued the treatment and the tests were given to all of them without
missing. So, mortality is also not a threat for this study. Additionally, the test was given to the
students in their regular classroom at the same time. Thus, location was also not a threat.
Students’ attitudes might have affected the results since the researcher was also their teacher. The
researcher was already known by the students. Some students could have had positive attitude
and other students could have had negative attitude toward the researcher. This is something that
cannot be controlled or stopped.
The school was chosen conveniently and the number of participants is limited with 18
students. Because of this, external validity of the results cannot be generalized to a larger
population. Yet, if a larger population of samples have similar characteristics with the
participants of this study, the results can be applied to this population. The tests were given in
regular classroom settings during the regular lesson hours. There was one class with around 29
students. Since there was only one classroom involved in the study, the conditions of the
classroom where same for all students. The sitting arrangements and the lighting were equal for
all students. Therefore, the ecological validity was controlled. The topics were limited with linear
functions. Therefore, the results cannot be generalized to the other subjects
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Results and Discussion
Findings/Results
The mean of pre-test was 40 (SD=16.58) for control group and the mean of pre-test was
46 (SD=11.30) for experimental group out of 100. Hence, the mean scores of the experimental
group in the pre-test, which was given before the treatment, were comparatively higher than the
control group. The means of control group in the posttest (M=69.67, SD=11.75) were
comparatively lower than the means of experimental group (M=75.56, SD =9.34). Additionally,
the maximum value of the posttest for control group was 86 out of 100 where the maximum
value of the posttest was 89 for the experimental group. Descriptive statistics about the pre-test
and the posttest are presented in the tables below.
Control Group
Variable Number of Mean Standard Skewness Kurtosis Min. Max.
participants Deviation
Pre-test 9 40 16.58 -4.5 1.31 10 70
Posttest 9 69.67 11.75 0.41 -1.37 55 86
Experimental Group
Variable Number of Mean Standard Skewness Kurtosis Min. Max.
participants Deviation
Pre-test 9 46 11.30 -0.17 -1.17 30 60
Posttest 9 75.56 9.34 -0.15 -1.44 62 89
A box plot was drawn by Excel program. The box plot of pre-test and posttest are shown
in the figures below. The total score of posttest was higher than pre-test score for both groups.
However, the difference between pre-test and the posttest for experimental group was bigger
than the difference between same tests in control group.
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Analysis of Covariance was used to examine the differences between posttest scores of
experimental and control groups. There was no missing value in pre-test and posttest. Students’
posttest scores could have been affected by their previous mathematics success level. This level
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was measured before the treatment by pre-test. Thus, pre-test scores were taken as covariate to
control the preexisting differences between the groups. The correlation between pre-test scores
and posttest scores were examined. The resulting correlation coefficient was found as 0.14.
When the value of the correlation is from 0.0 to 0.20, it shows a small correlation. Thus, the
correlation between pre-test and the posttest is small (weak).
The assumptions of Analysis of Covariance (ANCOVA) that must be verified are
independency of observations, normality, measurement of the covariate, reliability of the
covariate, homogeneity of variance, and linearity. The researcher observed both groups during
the pre-test and posttest. Based on observations, it was observed that the participants answered
the tests on their own. To check the normality, skewness and kurtosis values of posttest were
examined. Based on the skewness and kurtosis, there was a normal distribution. The values of
the skewness and kurtosis were in a reasonable range, -2 and 2. For this study, the pre-test scores
were determined as covariate which was measured before the treatment. Giving the test before
the treatment provided the control of measurement of covariance assumption. The reliability of
the pre-test as a covariate was calculated as 0.72. This value is above 0.70, which indicates that
the test was reliable.
Levene’s Test of Equality was used to control the homogeneity of variances. The results
for the Levene’s test of equality of error variances of the posttest scores are shown in the table
below.
F df1 df2 Significance

(P)
Posttest 0.1572 1 16 0.697
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The significance value is greater than .05 for the posttest. Therefore, it is indicated that the
assumption of homogeneity of variance had not been violated this test. Research suggest, if the
sizes of the groups are approximately equal, F is robust. The size of the groups in this study are
equal therefore, it is assumed that F is robust.
A scatter plots between the dependent variables and the covariate were generated to
check the assumption of linearity.
The scatter plot show there were linear relationships. Since the relationships were linear,
linearity assumption (of not being linear) was not violated.
For the analysis of covariance of the post test, the assumption tested are as follows:
There will be no significant difference between the means of the two groups’ scores on the
posttest after controlling their readiness test scores. The result of the analysis is listed below.
Source Sum of Df F Significance Partial eta

Squares (P) Squared
Pre- test 15.326 1 0.129 0.072 0.352
Group 130.773 1 1.098 0.031 0.589
Error 1786.89 16
Total 1932.98 18
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There was a statistically significant mean difference between experimental (M=75.56, SD =
9.34) and control groups (M= 69.67, SD = 11.75) with regards to posttest scores, F(1,16) = 1.10,
p = 0.31, partial eta squared = 0.59. Partial eta squared shows that 58.9 percent of the variance in
the posttest scores was explained by the treatment. This means that the use of TI-Nspire had a
significant effect (positive) on achievement in linear functions.
The descriptive statistics showed a difference in the mean between control and
experimental group students’ pre-test/posttest scores in the favor of experimental group. Based
on the ANCOVA results for the posttest, a significant difference between groups was found on
posttest scores when pre-test scores were controlled. The mean score of posttest of experimental
group (M= 75.56, SD = 9.34) was higher than the mean score of posttest of control group
(M=69.67, SD =11.75).
Discussion of Findings
The reason of this study was to examine the effects of using TI-Nspire on students’
performance in linear functions. Linear functions have three different representations which are
function rule (equation), graphical and tabular. In the high school mathematics curriculum,
students are required to master all three representations and translate between the different
representations of linear functions. In this study, the performance of the students in each of these
representations was measured through a posttest. The discussion of the results for the posttest is
indicated in the following section.
During the treatment, students investigated each representation, interpret the connection
across the different representations, and investigated the connection between each representation
P a g e 23 | 60
of linear functions. Also, they examined representations of linear functions through real-word
situation. The results of posttest revealed that there was a statistically significant difference
between the groups regarding their efforts to identifying linear functions from all three
representations, interpreting linear functions from different representations, and translating
information of linear function from one representation to another representation. The
experimental group students had a chance to examine three representations, tabular, function
rule, and graphical, on the same screen as TI-Nspire software presented the opportunity to
examine the relationship between representations. This is a possible reason for the results. Many
studies stress the importance of multiple representations for understanding algebra
comprehensively. Rider (2004) concluded that multiple representational curriculum could be
effective for helping students’ conceptual knowledge of algebraic concepts. The concurrent
examination of the relationships between these representations through TI-Nspire helped the
experimental group students get higher scores on the posttest. Borba and Confrey’s (1996)
investigated relation between graphs, tabular, and algebraic representation by using Function
Probe. Their case study showed that a strong form of cognition of function concept needs visual
reasoning and seeing graphical transformations as movements. Their results are corresponding
with the results of this study. In this study, students in the experimental group had the chance to
see the movements, using TI-Nspire software, in the graph while function rule and table form
changes. Pilipezuk (2006) study showed that there was no significant effect of calculator-based
laboratory activities on students’ understanding of function concept (quantitative results). But the
qualitative analysis showed that experimental group students exceled higher that control group
students on graphing function like the result of this study.
P a g e 24 | 60
Since lesson plans were prepared according to county standards, it was observed that
control group students translating linear functions from tabular representation to symbolic
representation is nothing more than finding a rule of a pattern and tables are used to help graph
the function. They didn’t recognize forms as another representation of the same function. The
experimental group students had a chance to see three different representations of a linear
function on the same screen. Therefore, experimental group students could link between these
representations.
Implications for Future Teaching and Learning
The results of this study revealed that using TI-Nspire software (technology) for linear functions
had a positive effect on students’ posttest scores. Having the ability to move between different
representations of a linear functions is an important element of conceptual understanding. In this
study, TI-Nspire gave students the chance to see that a linear function can be represented in
multiple ways. With the use of TI-Nspire software, students could inspect different
representations of linear functions and transition between them. Because of this, teachers should
use this software in their lessons to teach linear functions. Also, curriculum developers should
include activities, which uses a mathematics software (technology), into the curriculum for linear
functions. Mathematics subjects that demand inspection of multiple representations, like slope,
exponential functions, quadratic functions, and inequalities, should use a mathematics software
(technology).
The topic of linear function (which is a ninth-grade requirement) was examined in this study.
Therefore, the results cannot be generalized to other algebra topics and other grade levels.
Further research should be administered for different grade level and different algebra topics or
mathematics in general. This research was limited to two weeks. Further research should be
P a g e 25 | 60
administered to inspect the long-term results of students’ performance in all algebra content area
with the using of TI-Nspire software. The topic of linear function is related with other subjects
like Science (physics). Thus, the results of using TI-Nspire in Science lessons should be explored
through further research. Research can be investigated on comparing mathematics lessons and
science lessons with the use of TI-Nspire software. Since this study was limited with quantitative
data, qualitative approaches such as observation and interviews are suggested to gain a full
understand of the results of technology or mathematics software.
P a g e 26 | 60
References
Beyranevand, M. L. (2010). Investigating Mathematics Students’ Use of Multiple
Representations When Solving Linear Equations with One Unknown. University of
Massachusetts.
Borba, M. C., & Confrey, J. (1996). A Student's Construction of Transformations of Functions in
a Multiple Representational Environment. Educational Studies in Mathematics, 31(3),
319-337.
Fraenkel, J.R., & Wallen, N.E. (2006). How to Design and Evaluate Research in Education (6th
ed.). New York: McGraw-Hill
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: Author.
Özdemir, S. & Ayvaz Reis. S. (2013). The Effets of Dynamic and Interactive Mathematics
Learning Environments (DIMLE), Supporting Multiple Representations, on Perception of
Elementary Mathematics Pre-seveice Teacher in Problem Solving Process. Mevlana
International Journal of Education. Vol.3(3). pp. 85-94.
Piez, C.M., & Voxman, M. H. (1997). Multiple Representations – Using Different Perspective to
Form a Clearer Picture. Mathematics Teacher 90. National Council of Teachers of
Mathematics. pp.164-166.
Pilipczuk, C. H. (2006). The Effect of Graphing Technology on Students' Understanding of
Functions in a Pre-calculus Course. Delaware: University of Delaware. doi:ProQuest
Dissertations Publishing (UMI No. 1435927)
P a g e 27 | 60
Rider, R. (2004). Using the SOLO Taxonomy to Evaluate Student Learning of Function
Concepts in. North American Chapter of the International Group for the Psychology of
Mathematics Education. Toronto: Canada Online.
Steketee, S., & Scher, D. (2012). Using Multiple Representations to Teach Composition of
Functions. The Mathematics Teacher, 106(4), 260. doi:10.5951/mathteacher.106.4.0260
Tajuddin, N. M., Tarmizi, R. A., Konting, M. M. & Ali, W. Z. W. (2009). Instructional Efficiency
of the Integration of Graphing Calculators in Teaching and Learning Mathematics,
International Journal of Instruction, 2(2), 11-30.
P a g e 28 | 60
APPENDICES
APPENDIX A. LESSON PLANS
LESSON PLAN 1
Teacher’s Name: Date:

Course: Algebra 1 Period (s):
Daily Lesson Plan
Standard(s):
MFAQR2. Students will compare and graph functions
a. Calculate rates of change of functions, comparing when rates increase, decrease, or stay constant.
c .Interpret the equation y = mx + b as defining a linear function whose graph is a straight line.
(MCC8.F.3)
Learning Target(s):
Students will explain why the equation y = mx + b represents a linear function and interpret the slope
and y-intercept in relation to the function.
Students will give examples of relationships that are linear or non-linear functions.
Students will analyze the rate of change between input and output values to determine if function is
linear or non-linear.
Students will create a table of values that can be defined as a linear or non-linear function.
Students will read graphs to determine if the function is linear or non-linear.
Opening Session
Warm Up: (Optional) Activator: (Required)
Gallery Walk
Student will walk around the
classroom observing pictures to determine if
they are linear or non-linear function.
Students will write down their answers on an
answer sheet. The teacher will generate a
discuss from the students’ answers.
Other Activities:
P a g e 29 | 60
Work Session
 Investigating linear functions: Students will be given 5 different functions shown with different
representations. They need to investigate and determine if they are linear or non-linear and explain
their reasoning. They are doing this individually.
 Analyzing linear functions: Students will find the other students that have the same functions as
them. Once they are in their groups they will to compare their results. They will discuss with each
other why they feel the functions are linear or non-linear. As they are discussing they will write their
results on chart paper.
 Presentations: Each group will present their results and reasoning.
Closing Session
Recap Discussion: As a class we will recap the explanations by asking how to determine if a situation
is linear. Teacher will ensure the certain points are addressed and any misconceptions are clarified.
Ticket Out The Door
Each students will determine if functions are linear or non-linear from the gallery walk.
Assessment Strategies
How will you assess student understanding?
 Ticket out the door
 Presentations
 Oral questioning,
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation,
re-teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation X Identify strategies used and modifications
made. Must differentiate at least one area – content,
process, or product) Be specific.
Content
Process
Product
P a g e 30 | 60
Methods to Differentiation X Identify strategies used and modifications

made. Must differentiate at least one way – interest,
readiness, or learning style. ) Be specific.
Interest
Readiness X Flexible grouping. Each group will have a

mix level of ability (low, middle, high)
Learning Style
Specialized Instruction (SpEd Only)

Instructional Strategies for students with Learning Disabilities (LD) – 1.Guided Notes,
2.Highlighting, 3.Scaffolding, break learning into small steps; 4. one on one quality feedback; 5.use diagrams,
6.use of graphics and pictures to augment what they say in words; 7.provide ample independent practice,
8.well-designed color coded intensive practice; 9.model instructional practices; 10.provide prompts of
strategies to use; 11.engage students in process type questions like “How is the strategy working? Where else
might you apply it?” 12. Reduced number of problems. 13.Peer tutoring These strategies will be
implemented in varying order for the following LD learners:
Methods to Specialization X Identify strategies used and modifications

made. Must specialize in at least one way to
correspond with your student’s needs – content,
methodology, and/or delivery). Be specific.
Content x Same as general education
Methodology x Reduced number of problems, highlighted

starting points, repetition of directions and methods
Delivery x Small group with instructor.
LESSON PLAN 2

Course: Algebra 1 Period (s):
Standard(s):
MFAQR2. Students will compare and graph functions
a. Calculate rates of change of functions, comparing when rates increase, decrease, or stay constant.
c .Interpret the equation y = mx + b as defining a linear function whose graph is a straight line. (MCC8.F.3)
Learning Target(s):
Students will explain why the equation y = mx + b represents a linear function and interpret the slope and y-
intercept in relation to the function.
P a g e 31 | 60
Students will give examples of relationships that are linear or non-linear functions.
Students will analyze the rate of change between input and output values to determine if function is linear or
non-linear.
Students will create a table of values that can be defined as a linear or non-linear function.
Students will read graphs to determine if the function is linear or non-linear.
Opening Session
The class is continuing the lesson from the day before
so there is no activator today.
Other Activities:
Work Session
 Discussion/Guided Notes: Students completed an investigation on linear functions the day before. Teacher
will generate a discussion with class about their findings from the day before. As a class we will fill in a
graphic organizer (frayer model) for linear functions.
 Guided Examples: As a class we will work through a few examples dealing with identifying linear functions
from a graph, table, and an equation. Teacher will stress the point that linear functions have a straight line for a
graph, a constant rate of change (slope), and can be represent in standard or slope-intercept form.
 Linear function card Sort: Students will partner up with their neighbor. They will complete a card sort where
they have to place equations and tables into two categories, line and non-linear. Students will also have to work
together to create a table and equation for a linear and nonlinear function. The teachers will check each the
students’ card sort and ask them question to help them justify their answers. Students will have to complete the
P a g e 32 | 60
card sort correctly before receiving their practice.
 Linear Function Practice (Tired): Students will complete practice worksheets on their learning level dealing
with identifying linear functions.
Closing Session
Ticket Out The Door
How will you assess student understanding?
 Ticket out the door
 Card sort
 Tired worksheets
 Oral questioning,
Differentiation Plan
How will you differentiate today? Differentiation should reflect the following: extension, remediation, re-
teaching, academic language development, acceleration, skill development, etc.
Types of Differentiation X Identify strategies used and modifications made. Must
differentiate at least one area – content, process, or product)
Be specific.
Content
Process
Product X The practice worksheets on tired based on readiness.

 Lower students will complete worksheet A where they will
receive a fully worded out example and scaffolding from
the practices and teachers
 Middle level students will complete worksheet B that has
no scaffolding and no guided examples.
 Higher level students will complete worksheet C that has
no scaffolding, no guided examples, and a challenging
maze for identifying linear functions by the equations.
Methods to Differentiation X Identify strategies used and modifications made. Must
differentiate at least one way – interest, readiness, or
learning style. ) Be specific.
P a g e 33 | 60
Interest
Readiness X Flexible grouping. Each pair will have a mix level of ability
(low, middle, high)
Learning Style
Specialized Instruction (SpEd Only)

Instructional Strategies for students with Learning Disabilities (LD) – 1.Guided Notes, 2.Highlighting, 3.Scaffolding,
break learning into small steps; 4. one on one quality feedback; 5.use diagrams, 6.use of graphics and pictures to
augment what they say in words; 7.provide ample independent practice, 8.well-designed color coded intensive practice;
9.model instructional practices; 10.provide prompts of strategies to use; 11.engage students in process type questions
like “How is the strategy working? Where else might you apply it?” 12. Reduced number of problems. 13.Peer tutoring
These strategies will be implemented in varying order for the following LD learners:
Methods to Specialization X Identify strategies used and modifications made. Must

specialize in at least one way to correspond with your
student’s needs – content, methodology, and/or delivery). Be
specific.
Content x Same as general education
Methodology x Reduced number of problems, highlighted starting points,

repetition of directions and methods
Delivery x Whole group and one-on-on time with instructors.
LESSON PLAN 3

Course: Algebra 1 Block (s):
Standard(s):
MCC9-12.F.IF.2 Use function notation, evaluates functions for inputs in their domains, and interprets statements that
use function notation in terms of a context.
MCC.9-12.F.IF.1 Understand that a function from one set (called the domain) to another set (called the range) assigns
to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then
f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).
Learning Target(s):
Students will interpret information represented in tables, graphs, and symbols.
Students will be able to find the slope from a table, from a graph, and in an equation.
Students will interpret the meaning of slope and intercepts in the context of a real-world situation.
Students will recognize that a real-world situation often has conditions that naturally restrict the domain.
Opening Session
P a g e 34 | 60
Other Activities: Drill on evaluating
Work Session
 Multiple Representations Activity (TI-Nspire): This lesson involves the concept of interpreting slope as a
rate of change in the context of a real-world problem situation. As a result, students will collect ordered pairs
and interpret the connections across various representations of the data using a symbolic rule relating income to
the number of hours worked, investigate the connections between symbols, ordered pairs, tables, and graphs.
Students will recognize the y-intercept and slope in each of these representations. The lesson assumes
knowledge of function notation
 Quick Poll 1: Through quick poll, students will answer the following questions:
1. What does the y-intercept of this graph represent in the real-world problem?
2. What does the slope of this graph represent in the real-world problem?
 Quick Poll 2: Through quick poll, students will answer the following questions
1. If Tricia works 20 hours, how much will she earn? (Answer: 20(6.50) + 10 = $140)
2. If Tricia earns $49, how many hours did she work? (Answer: 6.5 h + 10 = 49;
h = 6 hours.
Closing Session
Wrap Up Discussion
Upon completion of the discussion of this activity, the teacher should ensure that students are able to:
Identify the vertical intercept on a graph, in a table, or as an ordered pair.
Recognize the slope of a line using a table or a graph.
Recognize that when functions are evaluated they have many possible outcomes and can be represented using symbols,
ordered pairs, tables, and graphs.
Questioning
Warp Up Discussion
Quick Poll Questions
APPENDIX B. ACTIVITY SHEETS

P a g e 35 | 60
(Lesson 1)
Name____________________
Version A
Determine if the following functions are linear or non-linear. Explain your reasoning.
1. Input Output
-2 -7
1 -1
4 0
6 3
2. A cell phone company charges a monthly fee of $75 for 300 minutes. Each additional
minute costs $0.05.
3. (2, 8); (0, 6); (-3, 4); (-5, 0)
4.
6
5
4
3
2
1
0
-5 -4 -3 -2 -1-1 0 1 2 3 4 5
-2
-3
-4
-5
5. y = -3x + 5
Name__________________
P a g e 36 | 60
Version B
1.
6
5
4
3
2
1
0
-5 -4 -3 -2 -1-1 0 1 2 3 4 5
-2
-3
-4
-5
2. A boat company charges $100 to rent a boat for 1 day plus an additional fee of $10 an
hour.
3. y = x²+ 9
4. Input Output
0 -8
2 -5
4 -2
6 1
5. (-4, 7); (-3, 5); (-2, 3); (-1, 1)
Name_________________
P a g e 37 | 60
Version C
1. y = -5x²+ 8
2.
6
5
4
3
2
1
0
-5 -4 -3 -2 -1-1 0 1 2 3 4 5
-2
-3
-4
-5
3. A boat company charges $75 to rent a boat for 1 day plus an additional fee of $25 an
hour.
4. (3, 0); (4, -2); (6, -3); (10, -7)
5.
Input Output
0 4
2 6
4 8
6 10
Name__________________
P a g e 38 | 60
Version D
1. y = 7 + 3(x – 2)
2. (1, 12) (2, 7) (3, 4) (4, 3) (5, 4)
3.
20
18
16
14
12
10
8
0
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
4. The area of a square is the side length times itself.
5.
Input Output
-2 4
1 0
4 -8
5 10
Presentation Chart Paper: Linear and Non-linear Functions
P a g e 39 | 60
Picture Linear Non- Reasoning

linear
Graph
Ordered Pairs
Input/Output
Table
Equation
Word
Problem
ACTIVITY SHEETS (Lesson 2)
P a g e 40 | 60
Practice A
Identifying Linear Functions
Use the graph for 1–3.
1. Is this graph a function? ________________
2. Explain how you know it is a function.

_____________________________________________________
_____________________________________________________
3. If this graph is a function, is it also

a linear function? ________________
Use the set {(1, 8), (2, 6), (3, 4), (4, 2), (5, 0)} for 4–5.
4. Does the set of ordered pairs satisfy a linear function? ____________________________
5. Explain how you decided. ___________________________________________________________
__________________________________________________________________________________________
6. Write the equation y  x  4 in standard

form (Ax  By  C).
__________________________________________
7. Is y  x  4 a linear function?
__________________________________________
8. Graph y  x  4 to check.
9. In 2005, a storm in Milwaukee, WI was dropping 2.5

inches of snow every hour. The total amount of snow
is given by f(x)  2.5x, where x is the number of hours.
Graph this function and give its domain and range.
Practice B
Identify whether each graph represents a function. Explain. If the
graph does represent a function, is the function linear?
P a g e 41 | 60
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
3. Which set of ordered pairs satisfies a linear function? Explain.

Set A: {(5, 1), (4, 4), (3, 9), (2, 16), (1, 25)} ___________________________________________
Set B: {(1, 5), (2, 3), (3, 1), (4, 1), (5, 3)} ___________________________________________
4. Write y  2x in standard form. Then graph the function.
_______________________________________________________
5. In 2005, the Shabelle River in Somalia rose an

estimated 5.25 inches every hour for 15 hours. The
increase in water level is represented by the function
f(x)  5.25x, where x is the number of hours. Graph
this function and give its domain and range.
Practice C
Identify whether each graph represents a function. Explain. If the
graph does represent a function, is the function linear?
1. ___________________________________________________________
___________________________________________________________
P a g e 42 | 60
___________________________________________________________
2. ___________________________________________________________
___________________________________________________________
___________________________________________________________
3. Which of the sets of ordered pairs satisfies a linear function? Explain.

Set A: {(10, 3), (9.9, 4.5), (9.8, 6), (9.7, 7.5)} _____________________________________
Set B: {(1, 5), (2, 10), (4, 15), (8, 20), (16, 25)} _____________________________________
4. Write y  x  3 in standard form. Then graph the function.

__________________________________________
5. A campground charges $30 for 2 people plus $4 for

each additional person. The total amount owed is given
by f(x)  30  4x where x is the number of additional
people. Graph this function and give its domain
and range.
P a g e 43 | 60
ACTIVITY SHEET (Lesson 3)
Problem Situation: Tricia is a 17-year-old student who receives an income from a weekly
allowance and works a part-time job paid at an hourly rate. She always receives her allowance,
but on her job she can work any whole number of hours from 0 to 20 hours a week. The TI-
Nspire document shows three representations of Tricia’s possible income for one week
depending on the number of hours she works.
1. Move h to zero, and use data capture once. (Press / ^ on the handheld; tap on the iPad.)
a. What do you observe about the three representations?
b. What does (0,10) mean in the context of this problem?
2. Move h to 8, and use data capture once. Move h to another value, and use data capture once
again. Repeat. What do you observe about the three representations?
3. What do h and i(h) represent? Where do h and i(h) appear in each representation?
4. Using your answer from question 3, how much would Tricia earn if she works 8 hours?
Where does this appear in each of the three representations?
5. a. What is Tricia’s allowance, and how can you identify this in each of the three representations?
b. What is Tricia’s hourly rate, and how can you identify this in each of the three representations?
c. Why do the points in the graph fall on a straight line?
P a g e 44 | 60
6. Can Tricia’s income be $75 in one week? Explain.
7. Can Tricia earn $400 in one week? Explain.
8. a. Why can you only move from 0 to 20 on the horizontal axis?
b. We call the domain of the relationship the set of possible values for the independent
variable, which is hours. Write the domain of this function using inequality notation.
9. Is it possible for Tricia to have an income of $0? Why or why not?
10. Suppose Tricia’s parents increase her weekly allowance by $5. Describe how this increase
in allowance would affect each of the representations.
11. Suppose Tricia gets a $1 per hour raise. Describe how this increase in her hourly rate
would affect each of the representations.
12. A representation of how much Tricia gets paid is shown on the left. A representation of how
much Stacey gets paid is shown on the right.
P a g e 45 | 60
S St
tacey’s acey’s
hours pay
2 16
3 24
5 40
9 72
Tricia
a. If Tricia and Stacey work 20 hours each, who will get paid more? How do you know?
b. How can you tell from the different representations who gets paid a higher hourly rate?
13. What do you think are the strengths and weaknesses of each type of representation?
P a g e 46 | 60
APPENDIX C. PRE-TEST
1. Given the equation y = 2x + 3, how does changing the value of x affect the value of
y?
A. As x increases by 1, y doubles C. As x increases by 1, y increases by two.
B. As x increases by 1, y increase by three. D. As x increases by 1, y doubles and increases by
three.
2. If the function is defined for all numbers x by , then what is the value
of ?
A. -11 B. -9 C. -5 D. -3
3. Which equation best describes the relationship between the
corresponding values
of x and y shown in the table?

x y
A. y = x - 10
-1 -9
B. y = 2x - 8 0 -6
C. y = 3x - 6 1 -3
2 0
D. y=x 2−8
4. This graph shows the relationship between a touring company’s profit and the
number of customers on tour for up to 6 customers.
What does the graph’s x-intercept represent in this situation?
A. the rate of change of the company’s profit
B. the amount of money the company spent on the tour
C. the number of customers needed for the company to break even

P a g e 47 | 60
D. the number of customers needed for the company to make a profit.
5. Which table represents a nonlinear function?
A. D.
x f(x)
6 6
4 4
2 2
0 0
-2 2
-4 4
-6 6
B.
x f(x)
6 -6
4 -4
2 -2
0 0
-2 2
-4 4
-6 6
C.
x f(x)
6 6
4 4
2 2
0 0
-2 -2
-4 -4
-6 -6
P a g e 48 | 60
x f(x)
6 5
4 5
2 5
0 5
-2 5
-4 5
-6 5
6. Jerald created the following 20 pounds of dog food, which
chart to track the amount of dog food equation represents how much dog
his dog ate. Use his chart to answer food (y) will be left after any day (x)?
this question. If Jerald starts out with
P a g e 49 | 60
Day Amount
Number of Dog Food
Used
(x) (y)
0 20
3 19
6 18
A. B. C. D.
7. Which is the function described
by the table of ordered pairs?
x y
-2 -1
-1 1
0 3
1 5
2 7
A. y=x +1
B. y=3 x
C. y=2 x +3
D. y=x +1
P a g e 50 | 60
MULTIPLE REPRESENTATIONS AND TECHNOLGY IN THE MATH CLASSROOM 51
Which of the following graphs shows a constant rate of change?
9. The graph of the function f ( x )=−3 x +3 is shown. What is the value of f(3) ?
A. 3
B. 0
C. -2
D. -6
10. Which linear function best describes the graph shown below?
P a g e 51 | 60
MULTIPLE REPRESENTATION AND TECHNOLOGY 52
−1
A. y= x +3
3
B. y=−3 x −1
1
C. y= x −1
3
D. y=3 x +3
APPENDIX D. POSTTEST
1. What is the equation of the line that passes through the point (4, 1) and has a y-
intercept of -5?

3 3 1 1 5
A) y= x B) y= x −5 C) y= x−5 D) y= x+
2 2 9 9 9
2. Given the equation y = 2x + 3, how does changing the value of x affect the value of
y?
A) As x increases by 1, y doubles.
B) As x increases by 1, y increase by three.
C) As x increases by 1, y increases by two.
D) As x increases by 1, y doubles and increases by three.
3. A student measures the period of a simple pendulum (timer or clock) using strings
of different lengths. The student concludes that the data can be best modeled by an
increasing linear function. Which graph could represent the student’s data?
A) B)
P a g e 52 | 60
C) D)
4. Which equation best describes the relationship between the corresponding

values of x and y shown in the table.
x y
-1 -9
0 -6
1 -3
2 0
A) y=x −10 B) y=2 x−8 C) y=3 x−6 D) y=x 2−8
5. The graph shows the relationship between a touring company’s profit and the
number of customers on the tour for up to 6 customers. What does the x-intercept
represent in this situation?
A) The rate of change of the company’s profit.

B) The amount of money the company spent on the tour.
C) The number of customers needed for the company to break even.
P a g e 53 | 60
D) The number of customers needed for the company to make a profit.
6. Which table represents a non-linear function?

A) B) C)
x f(x) x f(x)
x f(x)
-3 -6 -3 -6
-3 -6
-2 -3 -2 -4
-2 -4
-1 0 -1 -2
-1 -1
0 3 0 0
0 3
1 6 1 2
1 8
7. Which list of ordered pair is NOT a function?
A) { (1, 1), (2, 3), (3, 4), (4, 5) } B) { (1, 1), (2, 2), (3, 3), (4, 4) }
C) { (1, 1), (3, 1), (4, 2), (5, 3) } D) { (1, 1), (1, 3), (2, 3), (3, 4) }
8. A line is shown on the coordinate grid below. Which of the following best represent an
equation of this line?
P a g e 54 | 60
−1
A) y= x +3 B) y = -3x - 1
3
1
C) y= x −1 D) y = 3x + 3
3
9. Which of the following IS NOT an arithmetic sequence?
A) 5, 6.5, 8, 9.5, 11… B) 0, 2, 4, 8, 16…

C) -1, 1, 3, 5, 7… D) 3, 2, 1, 0, -1…
10. Which function is described by the table of ordered pairs?
x -2 -1 0 1 2
y -1 1 3 5 7
A) y = x + 1 B) y = 3x
C) y = 2x + 3 D) y = x + 13
11. The graph of the function f(x) = -3x + 3 is shown.
P a g e 55 | 60
What is the value of f(3)?
A) 3 B) 6 C) -2 D) -6
12. Which of the following graph shows a constant rate of change?
A) B)
P a g e 56 | 60
C) D)
13. Orlando and Carol each started an exercise program that included riding a bike. The table
below shows the number of miles each traveled for 5 weeks of the program.
If both Orlando and Carol continue to increase the number of miles traveled each week at
the constant rates shown in the table, which of the following is a true statement about
week 8?
A) Carol will travel more miles than Orlando.
B) Orlando and Carol will travel the same number of miles.
C) Carol will travel a total of 13 miles.
D) Orlando and Carol will travel a total of 20 miles.
14. What was the average rate of change from October to December
P a g e 57 | 60
A) -0.5 B) -0.025 C) 0.025 D) 0.05
15. Determine the domain for the function below.
A [-∞, ∞] B (-∞, ∞) C [ 0, ∞) D [-1, ∞]
16. Analyze the graph by providing the following information. Make sure to use appropriate
mathematical symbols.
a. domain __________ b. range __________
c. maximum value ______ d. minimum value __________
P a g e 58 | 60
d. x-intercepts __________ e. y-intercept __________
f. As x  ∞, y _________ g. As x  -∞, y _________
17. “Camden is collecting bugs for science class. The first day he finds 22 bugs. After day 2, he
has 29 bugs. On day 3, he has 36 bugs.”
a. What is the common difference between each day? ___________________
b. How many bugs will he have found by day 15? __________________

Show your work.
18.If the function f is defined for all numbers x by f(x) = 2x – 7, then what is the value
of f(-2)? Show your work
19. In 2008, about 66 million U.S. households had both landline phones & cell phones.
a. Find the rate of change from 2008 – 2010. Show your work
b. Explain what the rate of change represents in term of the problem?
P a g e 59 | 60
20.Find the average of change of the function over the given interval. Show your work
f(x) = 2x + 5; x 1=¿2, x 2=¿4
P a g e 60 | 60

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MULTIPLE REPRESENTATIONS AND TECHNOLOGY IN THE MATH CLASSROOM

Multiple Representations and Technology in the Math Classroom

Kennesaw State University

EDUC 7797: Capstone in Middle and Secondary Grades Education

mathematics software (TI-Nspire) on students’ achievement in contrast to the regular instruction.

to the regular instruction.

Keywords: Linear functions, technology, TI-Nspire, Mathematics Education

Multiple Representations and Technology in the Math Classroom

Introduction and Rationale

School and Community Context

Framework of the Study

Review of the Literature

their own words in that visualizing process.

the literature review.

Multiple representations are generally defined as representing mathematical relationships

solving a variety of problems.

different perspectives. The investigation of likely advantages of a multiple representational

representation on students’ understanding and students’ ability to transitions among these

Beyranevand (2010) investigated the partnerships between students’ achievement levels

symbolic. Students answers were compared through analyses of multiple regression/correlation

students was pictorial representations as students of high-achieving preferred verbal and

symbolic representations when solving linear equations.

increased attention in mathematics education (Asli Özgün-Koca,2008). The National Council of

Teachers of Mathematics (NCTM, 2000) recommends new forms of representation associated

student’s constructions of transformation on function was investigated. The student used a

complete the investigation.

The investigation of the effects of graphing technology on pre-algebra students’

understanding of function concept was conducted by Pilipezuk (2006). In the investigation,

polynomial, rational, exponential, logarithmic, and trigonometric function were measured as

tabular) that leads to exploring and analyzing function.

on the concept of straight line and their level of meta-cognitive awareness.

translating between these representations enhanced the conceptual understanding and

included high school students.

devices were found to be practical and beneficial.

A limited number of studies investigated the results of using TI-Nspie software on

multiply representations of linear functions in contrast to regular instruction?

functions in contrast regular instruction?

listed in the table below.

Content Objective Question Number

Which table represents a Q5

This graph shows the

up to 6 customers. What does

Which equation best describes Q3

Jerald created the following

Which is the function described Q7

Which linear function best

points for the test. Minimum possible points were 0 points.

points for the test. Minimum possible points were 0 points.

representations activity involving technology (TI-Nspire) and linear functions investigation

treatment was the covariates of this study.

for experimental and 3 females and 6 males for control group.

the same learning environment.

mean scores of the groups on posttest while controlling pre-test scores.

different representations of linear functions simultaneously with TI-Nspire. If there shows to be

simultaneously with technology is an effective strategy. If there is no significance, it will show

difference is significant or not.

cannot be controlled or stopped.

functions. Therefore, the results cannot be generalized to the other subjects