Participants in this presentation will be shown how the above objectives can be achieved either in a lecture or in a lab situation. Participants will receive handouts that give simple, straight-forward examples using linear, quadratic, exponential, and trigonometric functions and how these can be used effectively on the TI-83. Special emphasis will be placed on demonstrating the connections between numerical, graphical, and symbolic display of functions.

The general topic of functions is often treated in books as if it is somehow different from other aspects of algebra, such a solving linear or quadratic equations, or writing equations which graph as lines or parabolas. Students view functions as if this is just one more thing to learn. Instead, students should be shown that functions serve as models for real world situations. Each function requires input to achieve an output. If given the output, the inverse of the function can be used to determine the respective input. Once students can do simple manipulation of algebraic symbols, they should be shown that "solving an equation" can be generalized to the writing of an inverse for a given function. This knowledge becomes the basis for writing computer programs to compute large amounts of data concerning the modeled situation. For this type of learning to be effective, students must be given the opportunity to experience functions using numeric, graphic and symbolic displays. The graphing calculator serves this purpose well. We must get more teachers to use this and similar tools.

Participants should have enough knowledge of graphing calculators to be able to enter functions in the [Y=] menu.

The expected audience for this presentation would be teachers of algebra and/or advanced algebra on the high school or college level.