The senior school Mathematics syllabus is often restricted to the study of single variable differential equations of the first order. Unfortunately most real life examples do not follow such types of relations. In addition, very few differential equations in real life have exact solutions that can be expressed in finite terms. Even if the solution…

Illustrates the ease with which programs occupying only a single command line of a graphics calculator can be constructed. (MKR)

Discusses how to set the size of the viewing window for a graphing calculator so that it is "user friendly" for all levels of students. Visually correct graphs, numerical interpretation, determining screen size, and setting friendly windows are addressed. (AIM)

Reports on a survey investigating the current status of calculator use in classrooms and schools. Results indicate that the prevailing policy in the sample of high schools is to allow the use of calculators during classroom learning activities and tests. Policies regarding calculators with symbolic algebra capabilities were still not determined.…

Graphing calculator use is often thought of in terms of pre-calculus or continuous topics in mathematics. This paper contains examples and activities that demonstrate useful, interesting, and easy ways to use a graphing calculator with discrete topics. Examples are given for each of the following topics: functions, mathematical induction and…

Explores various emerging technologies for use in the teaching and learning of mathematics and science. Discusses advanced graphing calculators, networked calculators, and participatory simulations. (MM)

Questions the effectiveness of graphics calculators in developing mathematical understanding. Investigates how a small group of students actually used graphics calculators in examination conditions. Finds that very little was made of the calculator when taking the exam with most students preferring to use a scientific calculator instead unless a…

Uses a graphing calculator to demonstrate that dividing by a fraction is the same as multiplying by the reciprocal. Students graph a division problem and an equivalent problem, multiplying by the reciprocal. They find that the graphs are the same. (SKS)

Discusses planetary motion and universal gravitation using a graphing calculator. Includes program and data. (MKR)

Explores some ideas for the imaginative use of a graphics calculator in introductory statistics teaching. (Author/ASK)

This study investigated the effects of using the TI-92+ calculator to demonstrate geometric diagrams to students in class. The participants (N=83) were from three 10th grade classes. A pretest, treatment, posttest with control group design was used in the study. The treatments lasted for 12 weeks. Results from data analyses via the Dependent…

Explores the effects of varying the coefficients in the general quadratic function using graphing calculators. (MKR)

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

Describes a calculator program that graphs and indicates the main features of the conic whose second-degree equation includes a nonzero xy-term. The program indicates coefficients of conic in a rotated coordinate system, type of conic, angle of rotation, coordinates of vertices of conic in the original coordinate system, and a graph of conic…

Discusses the appropriateness of lower secondary school students using graphics calculators instead of scientific calculators. (ASK)