{'fraction_non_alphanumeric': 0.024806201550387597, 'fraction_numerical': 0.0036175710594315244, 'mean_word_length': 5.54054054054054, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Design, development, and implementation of a computer-based graphics presentation for the undergraduate teaching of functions and graphing

The problems with which this study was concerned were threefold: (a) to design a computer-based graphics presentation on the topics of functions and graphing, (b) to develop the presentation, and (c) to determine the instructional effectiveness of this computer-based graphics instruction. The computerized presentation was written in Authorware for the Macintosh computer. 
The population of this study consisted of three intermediate algebra classes at Collin County Community College (n = 51). A standardized examination, the Descriptive Tests of Mathematics Skills for Functions and Graphs, was used for pretest and posttest purposes. Means were calculated on these scores and compared using a t-test for correlated means. The level of significance was set at.01. The results of the data analysis indicated: (1) There was a significant difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. (2) There was no significant gender difference between the pretest and posttest performance after exposure to the computer-based graphics presentation. (3) There was no significant difference between the pretest and posttest performance of the traditional and nontraditional age students after exposure to the computer-based graphics presentation. 
Females had a lower posttest score than the mean male posttest score, but an analysis of the differences showed no significance. Traditional age students had a higher posttest performance score than the mean traditional age student posttest score, but their pretest performance scores were higher as well. An analysis of the differences showed no significance. In summary, this computer-based graphics presentation was an effective teaching technique for increasing mathematics performance.