Considers some changes that the use of graphics calculators impose on the assessment of calculus and mathematical modeling at the undergraduate level. Suggests some of the ways in which the assessment of mathematical tasks can be modified as the mechanics of calculation become routine and questions of analysis and interpretation assume greater…

Discusses the use of Calculator Based Ranger (CBR) in mathematics classrooms. Provides a classroom activity in which students graph walking in different directions and speeds. Presents student work and testing. (ASK)

Discusses the problems of conceptualization of the function limit in technological environments (principally graphing calculators today and symbolic calculators tomorrow) that are gradually being adopted in precalculus teaching. Explains how the instrumentation process and the conceptualization process are dependent on each other. Sets forth a…

Presents a study using a module of work based on a graphing calculator that provided an environment where students could experience some aspects of variables and begin to build an understanding of them. Graphing calculators proved to be an instrument for achieving significant improvement in student understanding, which had often proved difficult…

Reviews 10 years of graphing calculators. Examines the issues associated with them and attempts to confront some questions such as, for the teacher, whether graphing calculators should be used in instruction. (ASK)

Examines the impact of the recent shift towards calculating and computing tools on the nature of learning in traditionally difficult curriculum area. Focuses on the use of graphic calculators by undergraduates taking an innovative new mathematics course at Open University. Indicates that graphic calculator technology acted as a critical mediator…

Investigates whether the use of computer algebra systems could provide a significant advantage to students taking standard university entrance calculus examinations. Indicates that supercalculators would probably provide a significant advantage, particularly for lower-achieving students. Demonstrates that it is possible to write questions in which…

Describes a sampling game originally based on a sampling bottle but here played on a graphing calculator as a way of introducing the topic of sampling in statistics. (MKR)

Presents data from interviews of (n=15) precalculus teachers required to adopt the technology-intensive Demana/Waits Precalculus Mathematics textbook and to use graphing calculators in their precalculus classes. Results showed that teachers recognized the need for well-organized, extensive workshops. Teacher comments showed a disparity in their…

Describes an adaptation of the chemistry of lightsticks to use the calculator-based laboratory (CBL) interface, a TI-82/83 graphing calculator, and an easily manufactured wooden block as the support system. (CCM)

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)

Reviews the use of handheld computers and mobile imaging devices for teaching and learning. Highlights include features of handheld computers to consider for use in elementary and secondary education; graphic calculators as part of local area networks; digital cameras; and portable scanners. (LRW)

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)

Introduces the notion of a class networked with graphing calculators and discusses the pedagogical implications of this set up. New teaching methods are necessary to exploit the potential of the system. (MM)

Shares experiences of a project aimed at developing and refining programs written on a Casio FX9750G graphing calculator. Describes in detail some programs used to develop mental strategies and problem solving skills. (MM)