Four issues associated with calculator-available assessments are discussed: (1) benefits and problems of calculator use; (2) components of various types of calculator-available assessments; (3) construction of calculator-available assessments; and (4) the need for additional examination of items included on calculator-available assessments. (SLD)

Describes an activity in which students are given a set of designs and are required to use their electronic grapher to reproduce the designs. The activity reinforces students' understanding of lines and of the formula for a linear function. (MKR)

Explores and illustrates the range of ways in which the design of mathematics examination tasks can be influenced by graphics calculators from the perspective of the people designing the exams. Also discusses principles for awarding partial credit to student responses. (Author/PVD)

Discusses drawing a Pythagoras diagram in the context of how computer software influences mathematical understanding. Requires different understandings of what the diagram involves in order to be successfully completed in different environments. Suggests that while LOGO is often expected to be easier, a graphic calculator can be less demanding.…

Describes how to teach the coefficient of determination and correlation coefficient. Includes a worksheet for correlation and regression activities. (KHR)

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…

Describes an activity designed to demonstrate the birthday paradox and introduce students to real-world applications of Monte Carlo-type simulation techniques. Includes a sample TI-83 program and graphical analysis of the birthday problem function. (KHR)

Presents a way of using greeting cards created by graphing calculators to teach the transformation of functions. Illustrates the steps of making a calculator greeting card and students' descriptions of transformations. (KHR)

Identifies big ideas for the informal study of algebra-related topics in the middle grades including notation, variable, function, and properties of number. Suggests meaningful ways to accomplish them. (YDS)

Despite a 1986 National Council of Teachers of Mathematics recommendation calling for the inclusion of calculators in all aspects of math instruction, most math departments have an unwritten rule restricting classroom use of calculators. Teachers must accommodate the new essential skills, even if it means eliminating traditional practices.…

Argues that the use of the calculator should be incorporated into the elementary secondary mathematics curriculum to enhance students' capabilities to deal with the quantitative aspects of real life. Includes a list of 16 calculator-based interdisciplinary projects. (FMW)

Presents the "Before Technology and After Technology" lab where students first complete a simple lab and graph the data by hand and then repeat the lab using graphing calculators. Enables students to see how technology can make data collecting, graphing, and analyzing more fun. (JRH)

Discusses the efforts of one Japanese company that makes abaci to demonstrate that the abacus continues to be a feasible alternative as a calculator in the elementary school mathematics curriculum. Argues that the abacus improves number sense, mental computation, and mathematics achievement for students who use the abacus. (MDH)

Presents the Fibonacci sequence in a format that is readily implemented using the table and list features of the Texas Instruments TI-82 graphing calculator or a spreadsheet. Includes questions and investigations that can be explored using these tables and lists. (MKR)

Offers examples of loss of accuracy when using digital computing devices. Discusses causes for loss of accuracy and methods of preventing loss. Presents implications that loss of accuracy has for mathematics instruction. (MDH)