In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (NCTM) acknowledges the importance of exploring mathematical ideas from multiple points of view: “Different representations often illuminate different aspects of a complex concept or relationship…. The importance of using multiple representations should be emphasized throughout students' mathematical education” (2000, p. 68). In particular, NCTM notes that the introduction of technology in school mathematics classrooms provides new ways for teachers and their students to explore connections among representations: “Computers and calculators change what students can do with conventional representations and expand the set of representations with which they can work” (2000, p. 68). In this article, we discuss an interesting finding that our students made as they explored linear regression with a teacher-constructed TI-Nspire calculator document. The calculator's capability to link variables across two or more pages in the same document led students to findings that are important yet rarely discussed in school mathematics textbooks.
Michael Todd Edwards, firstname.lastname@example.org, is an assistant professor of mathematics education in the Department of Teacher Education, Miami University, in Oxford, Ohio. His research interests include the use of graphing calculators and dynamic geometry software in the teaching and learning of mathematics.
Michael Meagher, email@example.com, is an assistant professor of education at Brooklyn College. He works with in-service teachers on integrating advanced digital technologies in their teaching.
S. Asli Ozgun-Koca, firstname.lastname@example.org, teaches mathematics and secondary mathematics education courses at Wayne State University in Detroit, Michigan. She is interested in the use of technology in mathematics instruction.