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Abstract
The study reported here is part of a wider study, which aims to investigate the potential of the graphical calculator for mediating the development of students’ abilities to visualise the graphs of functions at GCE Advanced level. This paper focuses on how the graphical calculator influenced six particular students’ work with functions. Initial results have illuminated ways in which the technology can have a positive impact on students’ visualisation capabilities. It is proposed that visual thinking forms a significant part of many students’ mathematical reasoning, enabling students to derive richer meaning from given problems. It is suggested further that use of the technology mediates the development of students’ visual capacities, by helping to highlight the links between complementary modes of representation.