Abstract: Reviews of the research on teaching and learning algebra have been primarily focused on procedural and structural aspects of the subject. Findings indicate two discernible themes the accessibility of procedural over structural interpretations and the difficulty in obtaining a structural conception of algebra. Since the more advanced, structural paradigms are commonly evident in the content and teaching of algebra, many students fail to achieve an adequate level of understanding, Research studies on the integration of graphing technology within the curriculum provide evidence that this technology can function as an intellectual tool that enriches students’ mathematical explorations, while facilitating and improving their mathematical understanding, problem-solving skills, and concept development.

This report aims to resolve the inherent procedural-structural conflict within algebra instruction by describing a didactic approach to the teaching of algebra that minimizes the amount of symbolic manipulation by integrating graphing technology into the curriculum. The report concludes by illustrating how elements of algebra understanding may be developed in a systematic and coherent way by using non-traditional and unfamiliar problem with students.