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)

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

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Describes students' written answers that seemed technology-assisted in the 1999 Calculus Tertiary Entrance Examination (TEE). Illustrates how in the 1999 Calculus TEE some students used their calculators in flexible ways. (ASK)

Describes the implementation of graphing calculators as teaching and learning aids in an intermediate linear algebra unit at the undergraduate level. Outlines the approach taken and discusses the problems that arose in relation to calculator use. (ASK)

Focuses on three activities using the TI-92 graphing calculator that examine the relationship between the intensity of a light source and its distance from a measurement point, properties of a sound wave, and the relationship between the time elapsed and the temperature of a cooling substance. (ASK)

Discusses the graphing and other technical capabilities of the TI-83. Demonstrates possible uses of it in mathematics classrooms. (ASK)

Surveys a group of students who enrolled in a first year university mathematics course to study the impacts of graphing calculators on the Western Australian Tertiary Entrance Examination (TEE). Considers the perceptions of students on their use of and preparation to use graphing calculators. (ASK)

In his recent article in this journal, John Gough (2004) concludes that the practical results of the considerable academic research undertaken at the University of Melbourne into the uses and impacts of graphics calculators and CAS (computer algebra systems) should be made more widely available in journals for teachers. This short article is…

Describes approaches taken with concepts associated with exponential functions by using graphing calculators to provide students with concrete meaning for the sometimes abstract concepts involved and to link students' learning with their existing knowledge. (ASK)

Describes a study designing and implementing technology-based investigations and evaluates their impact on student learning. Discusses a teacher's mediation of the students' use of technology through curriculum materials, and considers some attributes of computers and graphics calculators that determined which tool was selected for each…