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…

Discusses how to set the size of the viewing window for a graphing calculator so that it is "user friendly" for all levels of students. Visually correct graphs, numerical interpretation, determining screen size, and setting friendly windows are addressed. (AIM)

This guide provides students with practice for all the major types of graphs they are likely to encounter. It includes information on graphs of various families of algebraic functions; bar, line, and circle graphs; the creation, reading, and interpretation of graphs; and the use of graphing calculators. (MVL)

Explores the effects of varying the coefficients in the general quadratic function using graphing calculators. (MKR)

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

Uses the visual and programming capabilities of the graphing calculator to discern both differences and similarities between two independent collections of sample data. (MKR)

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)

Offers problems involving baseball to give students the opportunity to utilize the technology of a graphing calculator such as the TI-82 to work on the area of statistics. Gives step-by-step instructions as well as explanations. (AIM)

Uses parametric equations and a graphing calculator to investigate the connections among the algebraic, numerical, and graphical representations of functions. (MKR)

Discusses various ways to explore graphs on the TI-82 graphing calculator by using the three different cursors: the free-moving, trace, and result cursors. (MKR)

Students have difficulty associating equations of vertical and horizontal lines with their respective graphs. Presents an activity using a TI-82 graphing calculator to eliminate this confusion and to strengthen students' understanding. (ASK)

This booklet contains a representative sample of the efforts of colleagues at 11 institutions to use graphing calculators to enhance the teaching of calculus and precalculus. The first section contains examples of graphs for teachers to choose from for presentations, including: simple examples to illustrate some standard ideas in precalculus,…

Uses a Calculator-Based Ranger and a graphing calculator in problem-solving mode to introduce an exploration of graphing-related concepts including intercepts, slopes, and rate of change. (YDS)

Illustrates exploration of composition of functions, translations, and inverse functions on a graphing calculator. Includes reproducible student worksheets. (MKR)

Attempts to answer and generalize the question: When is the numerical derivative obtained on the graphing calculator greater than the actual derivative, and when is it smaller? Discusses symmetric difference. (MKR)