The ability to make connections between graphs and algebraic representations is necessary for a strong conceptual foundation for understanding functions. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989, 146),
We have always attempted to involve as many people as possible-teachers, students, and classroom visitors-in making decisions about the content and process of learning mathematics in our sixth-grade class. In so doing, we have all learned together. While investigating properties of polygon and polyhedra, a challenge was posed to the class. The challenge appeared in Focus, a publication of the Mathematical Association of America (MM) (1994). A class of gifted and talented student in Maryland had constructed a large polyhedron with faces that measured thirteen inche to a side. The new letter contained a challenge to reader to better this record.
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