A game for the HP-25 programable calculator is discussed. The objectives of the game are to introduce angle measurement and the rudiments of trigonometry. A program for the game is given. (MP)

Two brief articles are included, one on a different method for solving percentage problems, and one on a trick for the calculator involving the sine to find one's age. (MNS)

Some of the changes in mathematics curriculum and pedagogy suggested by the calculator are described and discussed. (MK)

Some insights are provided into techniques for removing the mystery of how calculators evaluate functions. (Author/MK)

How the use of calculators can illuminate mathematics and improve the level of problem-solving discussion in classes is presented. (MP)

Utilizes a computer-generated graph to solve an equation for methods using trigonometric tables or less sophisticated calculators would likely fail because of round-off errors and limitations of the instruments. Discusses how this new technology can be utilized in mathematics instruction. (MDH)

Two teachers share practical tips for teaching secondary school mathematics. The tips focus on effective use of homework and teaching trigonometric concepts. (PK)

Two trigonometry problems are presented. The first compares the graphs of the functions arcsin[sin(x)], arccos[cos(x)], and the identity function f(x)=x. The second, using the law of cosines, demonstrates that the solution of a triangle knowing two sides and the excluded angle is no longer ambiguous. (MDH)

Describes the Interactive Mathematics Program (IMP), a four-year program of problem-based mathematics that integrates algebra, geometry, and trigonometry with additional topics, such as probability and statistics, and uses calculator and computer technology to enhance student understanding. (MKR)

Discussed is the place and teaching of trigonometry in a NCTM Standards-based mathematics curriculum. Presented is how these standards can be implemented in a technology-rich environment that encourages reasoning, communication, problem solving, and confidence building. Examples focus on functions, graphical sense, modeling, and identities. (KR)

Uses conic sections, trigonometric functions, and polar coordinates to solve the problem of determining the shape of a baseball outfield fence, given the distances along the foul lines and to straightaway center field. Graphing programs and calculators are utilized to plot different solutions. (MDH)

Examples of composite functions present students with intriguing questions that they can explore using calculators and computers, geometric and algebraic methods, and approximation techniques. Student-centered activities allow students to make discoveries about functions. (MLN)