This study compared the effects of two teaching methods for an 8th grade algebra unit on linear functions. The experimental method involved designing and implementing activities based on inductive reasoning, multiple representations, and guided discovery, whereas the control method involved traditional teaching. The goal was to improve students' achievement in linear functions. The researcher identified three mathematical truths relevant to linear functions and two representational translation abilities, using them as measures of the students' achievement on a unit exam. All 29 students in the study mastered the concepts to varying degrees. The results of the comparison were only slightly in favor of the experimental group. The experimental group appeared to participate and engage more fully in mathematical sense-making with the activity-based instruction than they had in prior units with traditional instruction. Thus, this method appears to hold promise of future success, particularly with revisions in the activities and preparatory instruction.
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