One of the foundational principles of the Smarter Balanced Assessment Consortium (Smarter Balanced) system is accessibility for students -- multi-tiered resources and strategies that ensure equitable and valid access for students to instructional and assessment content. This Guide includes 54 accessibility strategies that can be used by teachers,…

To support students' development of concepts in mathematics, the use of technology is often encouraged (Common Core State Standards Initiative [CCSSI] 2010). Technology can contextualize learning and provide a meaningful setting for mathematical ideas. Most teachers are supportive regarding the use of technology to encourage learning and…

Modern technology and the Internet have opened the door to a plethora of new opportunities to learn. It is now easier to research, communicate and study, thanks to advances in technology. There are, however, problems and dangers associated with new technology. Teachers need to remain up to date on these advances. The widespread popularity of…

The Calculator Controlled Robots activities are designed to engage students in hands-on inquiry-based missions. These activities address National science and technology standards, as well as specifically focusing on mathematics content and process standards. There are ten missions and three exploration extensions that provide activities for up to…

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

Argues that the calculator is fallible as a repository of mathematical knowledge. Suggests that the calculator should be considered not only a labor-saving device but a learning device. Provides examples of the use of calculators as a learning device. Contains 16 references. (ASK)

This reprinted article from the November 1976 issue of "Arithmetic Teacher" describes a series of calculator games suitable for all levels from kindergarten through calculus.

Illustrates the ease with which programs occupying only a single command line of a graphics calculator can be constructed. (MKR)

Describes an exploration involving parabolas that was prompted by a routine exercise undertaken in a graphing-calculator workshop with high school mathematics teachers. Appendices contain instructions for using the TI-85 SIMULT menu and matrices to solve the system. (JRH)

Introduces the Sharp EL-9600 graphing calculator and its capabilities, and discusses its possible uses in mathematics classrooms. (ASK)

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

Discusses the heated debates in education recently over the use of calculators in mathematics. Argues for the urgent need of calculators to be introduced into arithmetic lessons in primary schools. (ASK)

Explains a teacher's rationale for the use of calculators in the classroom and a take-home page to help parents understand the importance of calculators. (YDS)

Discusses the use of Calculator Based Ranger (CBR) in mathematics classrooms. Provides a classroom activity in which students graph walking in different directions and speeds. Presents student work and testing. (ASK)

Reviews 10 years of graphing calculators. Examines the issues associated with them and attempts to confront some questions such as, for the teacher, whether graphing calculators should be used in instruction. (ASK)