This research focuses on the graphics calculator in calculus and its impact on students' abilities to work with graphical, numerical, and symbolic representations. Three courses are compared, two of which are taught with less emphasis on the use of graphing calculators. The format of the course emphasizing calculator use is more traditional than the other two and stresses symbolic and graphical representations generated via graphics calculators. The textbook used in this course presents the topics both algebraically and graphically. Course work employs three different approaches to problem solving. Findings suggest that there is a need for further research on the effects of instruction emphasizing the use of multiple representations in the presentation of concepts. Results also provide evidence that students "behave" as they are taught and that the addition of technology does not necessarily improve the learning of calculus. Contains 18 references. (DDR)