This article reports findings from a study on what students trust and why when checking their written work with a graphing calculator results in conflicting solutions. Based on these findings, suggestions for promoting good checking practices are provided.
Allison W. Mcculloch, email@example.com, and Karen A. Keene, firstname.lastname@example.org, teach in the Department of STEM Education at North Carolina State University in Raleigh. They are interested in technology's role in students' mathematical understanding and experiences.
Rachael H. Kenney, email@example.com, teaches in the Departments of Mathematics and Curriculum and Instruction at Purdue University in West Lafayette, Indiana. She is interested in students' reasoning and reflection in mathematics.