Use of the calculator seems consistent with prior use. In early stages, they can carry out an arithmetic relationship in a table or on a line graph. In this stage they have difficulty translating between graphical representations and ordered pairs. They progress to a point where, in the final stage, the student has mastered the function concept and can find domain and range. This may be the case in question six.
Some questions remain.
Here's a math-teaching strategy that's calculated to work. The Position of the National Council of Supervisors of Mathematics. Some aspects of the growth of the concept function. Problem Solving in School Mathematics . National Research Council.