Abstract
This study of student performance in an online Algebra course looked at the development, implementation, and evaluation of interactive tools for graphing linear equations. The study focused on an interactive tool that was evaluated with virtual school Algebra students for a challenging component of the course. The performance of these students in the course on the component was compared to the performance of students who did not use the intervention. The performance of students learning in the online course with the interactive tools was equivalent to that of not using the tools. The implications of the unique nature of the online Algebra course for teacher preparation are discussed.
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