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…

Discusses a real-world problem-solving lesson that emerged when a high school math teacher used a motion detector with a CBL and graphing calculator to obtain the bounce data of a ping-pong ball. Describes the lesson in which students collect bad data then fill in the missing parabolas that result using critical components of parabolas and…

Criticizes the method of using calculators for the purpose of selecting candidates for L, for the limit value of a function. Suggests an alternative: a working formula for calculating the limit value L of a real function in terms of infinitesimals. (Author/ASK)