Discusses the appropriateness of lower secondary school students using graphics calculators instead of scientific calculators. (ASK)

Focuses on solutions to a single problem using both induction and deduction by utilizing a TI-82 graphing calculator to illustrate symbolic, numerical, and graphical approaches to the problem. (ASK)

Drawing from experiences at Ohio State University (OSU) with remedial college students and with 12th grade students without elementary algebra skills, this paper outlines a numerical approach to algebra instruction using handheld calculators. Introductory material discusses problems with traditional approaches to math education and outlines some…

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)

Described is the use of calculators in two experiments. In the first, students determine the relative atomic mass of magnesium. In the second, students use a calculator to determine a constant for gaseous concentrations of two reactants and the product at equilibrium. (AJ)

Use of calculators rather than computers or paper and pencil when calculators can do the job is stressed. When the use of calculators is more appropriate is indicated. (MNS)

Provides a rationale for using calculators to study large numbers in the elementary school. Suggests that calculators be used to encourage children to develop their interest in large numbers, to become more adventurous in their explorations of them, and to stimulate their curiosity in their occurrence. (JN)

The general algorithm used in most hand calculators to approximate elementary functions is discussed. Comments on tabular function values and on computer function evaluation are given first; then the CORDIC (Coordinate Rotation Digital Computer) scheme is described. (MNS)

Student access to programmable calculators and computer terminals, coupled with a familiarity with baseball, provides opportunities to enhance their understanding of the binomial distribution and other aspects of analysis. (MP)

Presents activities for teaching the logistic growth model using calculators and spreadsheets. (ASK)

Describes a project that predicts the orbits of satellites using a TI-85 calculator. Enables students to achieve a richer understanding of longitude, latitude, time zones, orbital mechanics of satellites, and the terms associated with satellite tracking. (JRH)

Described are ways that errors of magnitude can be unwittingly caused when using various supercalculator algorithms to solve linear systems of equations that are represented by nearly singular matrices. Precautionary measures for the unwary student are included. (JJK)

Uses vectors and programming with graphing calculators to analyze a ride in an amusement park (the "Scrambler") that has three long arms that revolve horizontally around a central post, at the end of which hang seats revolving in circles. (ASK)

Considers some changes that the use of graphics calculators impose on the assessment of calculus and mathematical modeling at the undergraduate level. Suggests some of the ways in which the assessment of mathematical tasks can be modified as the mechanics of calculation become routine and questions of analysis and interpretation assume greater…