Students often have difficulty with the topic of straight-line graphs. Perhaps they cannot relate to the abstractness of the concepts involved. Perhaps the sheer number and complexity of the skills required—reading algebra, substituting values, rearranging formulas, dealing with negative numbers, understanding coordinates and fractions—magnifies any misconceptions or weaknesses that students may have in other areas of mathematics, rendering them unable to come to grips with the topic as a whole.

Footnotes

Edited by Larry Ottman, lottman@gfsnet.org Germantown Friends School, Philadelphia, PA

James Kett, j.gkett@gmail.com Singapore-American High School (retired) Singapore

Contributor Notes

Craig Barton, teachers@mrbartonmaths.com, is an advanced skills mathematics teacher at thornleigh salesian college in Bolton, United Kingdom. he is the creator of www.mrbartonmaths.com and www.diagnosticquestions.com, is a maths adviser to tes (think, educate, share), and is a master autograph trainer. he is a firm believer in the effective use of technology to enhance the teaching and learning of mathematics.

(Corresponding author is Barton teachers@mrbartonmaths.com)
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