I think that many students were able to make a visual connection with the graphing and the action that created the graph.

I think that many students were able to make a visual connection with the graphing and the action that created the graph. (For example,) I feel that their understanding of inverse functions was heightened. When referring to inverse functions …the students scored the same on the exam as in
previous years, but I felt they left with a better understanding of the concept and will retain the information. When I taught inverse functions using TI-Nspire technology, we plotted points of a function then switched the x and y axes and watched the points move and visually examined the new function while discussing the range and domain. In the past, the students memorized the steps: change f(x) to y, switch x and y, solve for y, replace y with f-1(x). With this TI-Nspire activity, the students still had to memorize steps but I feel they [had a] better understanding of the meaning behind them. Students who were engaged in the activity had a deeper understanding but since I didn’t test “big picture” comprehension in the past, it is tough to make a mathematical comparison.