Offers problems involving baseball to give students the opportunity to utilize the technology of a graphing calculator such as the TI-82 to work on the area of statistics. Gives step-by-step instructions as well as explanations. (AIM)

Describes a calculator exercise that can help students develop a better visual and numeric feel for Newton's method. (KHR)

Demonstrates how to use graphing calculators to explore rational number approximations to irrational numbers. (Author/NB)

Presents a lesson to teach matrices that emphasizes conceptual understanding and allows students to extend their investigations into important and relevant situations by using graphing calculators after important conceptual understanding has been developed. (KHR)

Explores the extent and nature of students' calculator usage as determined from examination scripts in the Western Australian Calculus Tertiary Entrance Examination. Discusses errors made and understanding called upon for seven questions. Discusses instruction and assessment of skills associated with graphical interpretation. (Author/KHR)

Uses parametric equations and a graphing calculator to investigate the connections among the algebraic, numerical, and graphical representations of functions. (MKR)

Discusses some major changes that computers, calculators, and graphing calculators have brought to the mathematics classroom, including quasi-empirical studies in the classroom, use of multiple representations, emphasis on visualization, emphasis on tables, an altered classroom "ecology," and increasing complexity for students. (SR)

Discusses various ways to explore graphs on the TI-82 graphing calculator by using the three different cursors: the free-moving, trace, and result cursors. (MKR)

Analysis of the constraints and potential of the artefact are necessary in order to point out the mathematical knowledge involved in using calculators. Analyzes and categorizes observations of students using graphic and symbolic calculators into profiles, illustrating the transformation of the calculator into an efficient mathematical instrument.…

Argues that the calculator is fallible as a repository of mathematical knowledge. Suggests that the calculator should be considered not only a labor-saving device but a learning device. Provides examples of the use of calculators as a learning device. Contains 16 references. (ASK)

Students have difficulty associating equations of vertical and horizontal lines with their respective graphs. Presents an activity using a TI-82 graphing calculator to eliminate this confusion and to strengthen students' understanding. (ASK)

Explores how the use of the graphics calculator may lead to changes in students' solution approaches and how these changes affect student achievement. Concludes that only prolonged use of the graphic calculator leads to enrichment of the solution repertoire of students and a better understanding of functions. (Contains 11 references.) (Author/ASK)

The graphing calculator affords the student in analysis a powerful tool to extend visualization, which was previously limited to textbook illustrations and time-consuming constructions. Provides illustrative examples used in initial classroom presentations of several topics including convergence and in student explorations of these topics. (ASK)

Presents a study in which three classes of grade 10 students worked with graphics calculators throughout, five classes used them for approximately two months, and four classes did not use them at all. Posttest results showed that students who had worked with graphics calculators tended to attempt more problems and obtain higher test scores than…

Presents three geometric problems from a workshop for in-service algebra teachers to help them make connections between the mathematical concepts that they know and the drawings that they were required to display on their graphing calculators. (ASK)