Suggests a model for the learning and reinforcing of algebraic manipulative skills through the intensive use of group work using computer algebra systems (CAS). Suggests a model for assessing students through group work, for using the TI-92 as a self-assessment tool, and in cross-curricular activities. (Author/ASK)

Describes a research and development project whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities linked with its use. Focuses on the possibilities and problems of cooperation between theory and practice and between mathematics educators and teachers. (Author/MM)

Describes the different ways in which two pioneering Australian teachers adapted their teaching to use computer algebra systems (CAS). One teacher used CAS with the primary goal of increasing understanding but restricted student use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasizing time saving routines…

Reports on a study replicating and extending a previous study examining the effects of the TI-92 graphics calculator and calculus instruction on students' success in calculus. Finds that students using a TI-92 had significantly better performance on the final exam and overall course grade than students using other calculators, and student-centered…

Addresses the impact of algebraic calculators on mathematics education. Shows how teaching with technology can lead to more efficient teaching and learning, more student-centered learning, and increase teacher value. Recommends that technology is fully embraced in order to perform the mathematics, thus freeing time for students to concentrate on…

Reports on a study in which three volunteer teachers helped design and then taught an experimental program of introductory differential calculus in which students had full access to calculators with a computer algebra system (CAS) in the classroom, at home, and during tests. Test scores indicated that the classes had learned similar amounts of…

Technology offers the opportunity to study larger, more difficult group structures and perform tedious computations quickly while maintaining the focus on concepts over calculations. Explores several technology options available to the instructor as well as sample assignments and class explorations that effectively integrate technology within the…

Describes a mini-experiment on how the TI-92 might fit into normal classroom learning and considers students' initial reactions to the calculator. (Author/ASK)

Provides experiences of teaching students who had the use of a TI-92 for the semester, both in and out of class, with a greater emphasis on modeling and qualitative graphical methods and decreased emphasis on explicit solution techniques. Indicates that the TI-92 proved to be an invaluable tool for this course. (Author/ASK)

Presents ways of using theories of knowing and learning to inform use of computer algebra systems (CAS) in school and early college mathematics. Describes the role of macroprocedures and microprocedures, process-object distinctions, and the movement towards more formal ways of expressing mathematical ideas. Discusses how these theories along with…

Provides evidence of differences in students' ability to solve problems with and without a computer algebra system. Indicates that almost without exception, the TI-92 students were more successful at symbolically solving problems than comparison students. Observes improved performance on all three levels of problems: (1) directive computational;…

Describes a teaching experiment in which spreadsheets and computer algebra systems were used to teach a low-level college consumer mathematics course. Students were successful in using different types of functions to solve a variety of problems drawn from real-world situations. Provides an existence proof that computer algebra systems can assist…