The long-running debate over whether students should be allowed to wield calculators during mathematics exams may soon seem quaint. The latest dilemma facing professors is whether to let students turn to a Web site called WolframAlpha, which not only solves complex math problems, but also can spell out the steps leading to those solutions. In…

"I liked to grab things on the graphics and see it first hand, see what we were doing on the problem. It makes more sense." These words were from a student who completed a series of lessons on lines of best fit. She made this comment after comparing a hands-on approach using a strand of spaghetti with a high-tech approach using a calculator. To…

Incorporating and using technology in teaching mathematics can encourage students to become active participants in the classroom. This paper gives a brief overview of several technologies that can be used to enhance learning and motivate students to become engaged in the learning process. The technologies discussed include graphing calculators and…

We illustrate and discuss the method, called CORDIC, which many hand calculators use to calculate the trigonometric and other functions.

This article shares some personal reflections on several years of integrating educational technology into mathematics courses while retaining the direct interaction strengths of the traditional classroom.

Graphing bivariate data in a scatter plot and drawing an approximate line of best fit for the data have become commonly recommended activities for middle school and high school students. The graphing calculator has provided a mechanism for students both to approximate a best-fit line and to calculate the best-fit line using a built-in option. Two…

A common activity--having students collect data to measure the radius and circumference of circular objects--can be given a new twist. These data can be viewed virtually using technology. A dynamic geometry environment coupled with the powerful capabilities of a spreadsheet can greatly enhance student learning. The activity in this article…

"Report of a Workshop on the Scope and Nature of Computational Thinking" presents a number of perspectives on the definition and applicability of computational thinking. For example, one idea expressed during the workshop is that computational thinking is a fundamental analytical skill that everyone can use to help solve problems, design…

Many empirical investigations concerning the use of computer algebra systems (CAS) and symbolic calculators (SC) are restricted to a period of only a few weeks. They do not show long-term effects on students understanding. Therefore, a long term project (2003-2012) was started to test the use of symbolic calculators in Bavarian…

Starting in September 1999, new students at ETS were required to own the TI-92 Plus or TI-89 symbolic calculator and since September 2002, the Voyage 200. Looking back at these ten years of working with a computer algebra system on every student's desk, one could ask whether the introduction of this hand-held technology has really forced teachers…

When teaching mathematics with technology, the author does so in the belief that technology enables students to experience mathematical ideas in a way that might not otherwise be possible. However, teachers must be careful: Sometimes technology does not produce results in the way that they or their students expect. Rather than allowing unexpected…

Many students and adults feel that algebra is merely the shuffling of symbols. The three interrelated concepts of variable, expression, and equation are central to beginning algebra, and in recent years, helping students understand the idea of a variable has been emphasized. Although graphing calculators help students solve equations, it is also…

Students need to learn how to use technology in a meaningful way to become literate. Teachers should take advantage of technology and what it has to offer. Technology can motivate students and can help them visualize mathematics problems. It can enable them to work on more complex tasks that often involve real-life applications of mathematics. It…

The key questions are: is it true that persons with Down's syndrome can study mathematics only at a very elementary level? Might it be possible that their difficulties are mainly restricted to some fields, such as numeracy and mental computation, but do not encompass the entire domain of mathematics? Is the use of a calculator recommended? Is…

Most mathematical functions can be represented in numerous ways. The main representations typically addressed in school, often referred to as "the big three," are graphical, algebraic, and numerical representations, but there are others as well (e.g., diagrams, words, simulations). These different types of representations "often illuminate…