Using Mathematical Modelling has become a useful tool in teaching-learning mathematics at all levels. This is so because mathematical objects are seen from their very applications, giving them meaning from the beginning. In this paper we present some details on the development of a teacher's training course called Modelling in the Teaching of…

Covers a project conducted by the Freudenthal Institute in which observation of student behavior supported the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory approach to mathematics, a more integrated view of mathematics, and more flexible behavior in problem solving. (AIM)

Describes an exploration involving parabolas that was prompted by a routine exercise undertaken in a graphing-calculator workshop with high school mathematics teachers. Appendices contain instructions for using the TI-85 SIMULT menu and matrices to solve the system. (JRH)

Focuses on solutions to a single problem using both induction and deduction by utilizing a TI-82 graphing calculator to illustrate symbolic, numerical, and graphical approaches to the problem. (ASK)

The values of a polynomial with integer coefficients can be computed using a graphing calculator, but it is impossible to see the formula itself. Suggests finding this formula from numerical data and describes the unusual way to solve this problem with one calculation only. (Author/NB)

What initially appears to be a standard maximum-minimum problem presents, with a particular independent variable, a wealth of calculus and algebraic subplots. Uses graphing calculator technology to reinforce the "pencil and paper" solution and open the problem to lower level mathematics courses. (Author/NB)

Describes the different types of scientific calculators and explains how graphic calculators can apply to chemical problems. (Contains 19 references.) (YDS)

Discusses a real-world problem-solving lesson that emerged when a high school math teacher used a motion detector with a CBL and graphing calculator to obtain the bounce data of a ping-pong ball. Describes the lesson in which students collect bad data then fill in the missing parabolas that result using critical components of parabolas and…

This paper presents teaching strategies and examples developed for a two-semester sequence in quantitative problem solving, specifically outlining a non-calculus derivation of linear regression formulas supported by the graphical display of the TI-83 calculator to visualize the minimization of the sum-squared vertical distances. The paper…

Describes two-line display calculators and their functions. (Author/YDS)

Suggests use of the quadratic formula to build understanding that connections between factors and solutions to equations work both ways. Making use of natural connections among concepts allows students to work more efficiently. Presents four sample problems showing the roots of equations. Messy quadratic equations with rational roots can be solved…

The students need not compute dependent values required in making line graphs but to teach the students the usage of graphing calculator to plot, calculating and graph linear equations, which are best suited to real world data. In this initial learning process, the teacher should give minimum support to the students in arriving at a solution as…

An investigation of the cost of homeownership by constructing a mathematical model with refinements illustrates an important type of problem solving with calculators. (MNS)

A procedure using calculators is described to test Ulam's conjecture that all positive integers converge to 1, if subject to certain iterated transformations. (MNS)

A distinction is made between estimation and checking, and an analysis of standard errors made on calculators when pupils are checking answers is given. (MP)