In an effort to infuse problem-solving activities requiring higher-order thinking into inner-city classrooms, we investigated the use of microcomputers with a graphing application program to teach principles of the design and interpretation of graphs to a population of students with little or no prior knowledge of graphs or data analysis. This is an exploratory, naturalistic research study of students' thoughts and behavior in this context. It differs from most earlier work in the field of computer-assisted graphing in three major ways: first, we focus broadly on a wide variety of types of graphs, used in several different subject matter contexts; second, we conduct research into problem solving processes in an unmodified whole-classroom environment; third, we supplement participant observations on student cognition with extensive behavioral sequence data gathered automatically and unobtrusively by the computer. We detail our attempts to develop, adapt, and apply quantitative methods of analysis of behavioral sequences which are potentially applicable to such data gathered for a large number of students.
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