An interesting graphical interpretation of complex roots is presented, since it is probably unfamiliar to many mathematics teachers. (MNS)

Provides an algorithm for determining the median and quartiles of discrete data sets. Describes the graphical equivalent of the numerical method. (JM)

Provides examples in which graphs are used in the statements of problems or in their solutions as a means of testing understanding of mathematical concepts. Examples (appropriate for a beginning course in calculus and analytic geometry) include slopes of lines and curves, quadratic formula, properties of the definite integral, and others. (JN)

Sophisticated simulations using computer graphics can lead to students deducing virtually all conditions of the Central Limit Theorem. Eight graphs illustrate the discussion. (MNS)

How tedious algebraic manipulations for simplifying general quadratic equations can be supplemented with simple geometric procedures is discussed. These procedures help students determine the type of conic and its axes and allow a graph to be sketched quickly. (MNS)

The focus is on how line graphs can be used to approximate solutions to rate problems and to suggest equations that offer exact algebraic solutions to the problem. Four problems requiring progressively greater graphing sophistication are presented plus four exercises. (MNS)

Curve stitching activities can be used to motivate calculus students. The problem described here involves showing that a given envelope of a curve is parabolic. (SD)

One way in which a computer simulation can convince students of the validity of formulas for the density and distributive functions of the sum of two variables is described. Four computer program listings are included. (MNS)

An examination of a student question concerning a calculus problem leads to a discussion of some of the symmetric properties of a specific set of polynomials. (MP)

Discusses a method of cubic splines to determine a curve through a series of points and a second method for obtaining parametric equations for a smooth curve that passes through a sequence of points. Procedures for determining the curves and results of each of the methods are compared. (YP)

Considers the reflections of the graphs of a function through an arbitrary line. Determines whether the result is a function and which functions are reflected on to themselves through a given line. (YP)

The approach discussed intuitively illustrates how a problem can be analyzed by breaking it down into parts. The method makes extensive use of graphs of absolute value functions and is broken down into three stages. Each stage is covered in some detail. (MP)

A technique for teaching the graphing of polar coordinate equations is presented. This approach involves the use of an auxiliary graph in rectangular coordinates and is thought to aid students in understanding of problem-solving situations such as in dealing with points of intersection and determination of limits of integration. (MP)

An unusual shape is considered, and properties and steps in drawing it are detailed. The focus is on development and presentation of a computer program that will draw the curve. The program is written in BASIC with special plotting commands for a Techtronix computer, but is adaptable to other systems. (MP)

A program designed to plot three-dimensional graphs is described and presented. The program allows the user to select maximum and minimum ranges for X, Y, and Z, and can enlarge a graph on the screen or look at a portion away from the origin. It is in Applesoft BASIC. (MP)