Achieving meaningful educational outcomes requires scalable strategies for mastering mathematical concepts and skills, with student engagement at the core. This paper examines the use of comprehensive, technology-enhanced activities designed to promote active learning and deeper conceptual understanding. Specifically, it focuses on the integration…

This article examines mathematical activity with digital technology by tracing it from its development through its use in classrooms. Drawing on material-semiotic approaches from the field of Science and Technology Studies, it examines the visions of mathematical activity that developers had for an advanced graphing calculator. It then follows the…

The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The modules also introduce students to real world math concepts and problems that property and casualty actuaries come across in their work. They are designed to be used by teachers and…

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

Offers a few examples of the ease with which science, mathematics, and technology can converge. Illustrates some of the potential of Calculator-Based Laboratory (CBL) and Calculator-Based Ranger (CBR) to study mathematics. (ASK)

Describes the use of an application for TI-83 and TI-92 calculators called the Symbolic Math Guide (SMG) for teaching and learning the laws of exponents in algebra. Discusses ways in which the SMG can be used for teaching, review, and testing. (MM)

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)

The graphing calculator affords the student in analysis a powerful tool to extend visualization, which was previously limited to textbook illustrations and time-consuming constructions. Provides illustrative examples used in initial classroom presentations of several topics including convergence and in student explorations of these topics. (ASK)

Discusses the benefits of new technologies, especially graphing calculators, in the teaching and learning of mathematics. Presents two activities for teaching algebra and regression using graphing calculators. (ASK)

This document presents keystrokes for the Texas Instrument (TI-83) graphing calculator. After presenting some basic TI-83 keystrokes, activities for student practice are listed. This is followed by keystrokes for TI-83 advanced functions such as evaluating function values, finding the zero of a function, finding the intersection of two graphs,…

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)

Many students have difficulties in interpreting position versus time graphs. Presents an activity involving calculator-based motion labs that allows students to bring these graphs to life by turning their own motion into a graph that can be analyzed, investigated, and interpreted in terms of how they actually moved. (ASK)

Presents six examples illustrating both the way in which the level of mathematical demand has been raised, and ways in which the response has sometimes been inadequate with the use of graphing calculator technology. (ASK)

Offers teaching suggestions for activities using the TI-73 graphing calculator in middle schools. Topics include the number line, data handling, and algebraic thinking. (MM)

Describes the use of the TI-73 calculator to support and enhance the teaching of mathematics with 9-11 year old students. Topics include equivalent fractions, algebra, and data handling. (MM)