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)

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)

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)

Uses a graphing calculator to show examples of misrepresentations of periodic functions to help increase student interest and explore mathematical relationships. (MKR)

Discusses ways to present mathematics concepts dealing with the ellipse to high school students, particularly by using a graphing calculator. Real-world occurrences of ellipses are considered, and a one-page student worksheet on constructing an ellipse is included. (LRW)

Focuses on changes in attitude toward mathematics and calculator use and changes in how general mathematics students naturalistically solve algebraic problems. Uses a survey to determine whether a student is rule-based. Concludes that the rule-based students used an equation to solve the algebraic word problem whereas the non-rule-based students…

Presents an activity that uses graphing calculators to duplicate the curves generated by a Spirograph, a design-generating drawing toy. (ASK)

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Shares observations on the use of graphing calculators based on anecdotal evidence and conversations with teachers in the United States. Compares these issues according to U.S. and Australian educational systems. Discusses the acceptance of calculators into the U.S. educational system, teacher expertise levels, and equity issues. (ASK)

Describes students' written answers that seemed technology-assisted in the 1999 Calculus Tertiary Entrance Examination (TEE). Illustrates how in the 1999 Calculus TEE some students used their calculators in flexible ways. (ASK)

Students can learn to make algebra, trigonometry, and geometry work for them by using matrices to rotate figures on the graphics screen of a graphing calculator. Includes a software program, TRNSFORM, for the TI-81 graphing calculator which can draw and rotate a triangle. (MKR)

Describes a lesson that outlines a statistics/probability investigation into some aspects of past performance in snooker (a billiards game) using the random number generator on a graphing calculator. (MKR)

Presents activities in which students are invited to re-create on their calculator screen images using graphical features of the graphing calculator. (ASK)

Presents an inquiry into students' conceptual development of a graphics calculator function for direction. Discusses reflective thinking and reflective enculturation, operational and structural understanding, and situated abstraction. (Contains 33 references.) (Author/ASK)

Describes an inquiry into students' uses of graphics calculators in the Tertiary Entrance Examination of Calculus in Western Australia for 1998. Discusses a comparative analysis of boys' and girls' performances. Indicates that the main areas of difficulty for students are interpreting graphing calculator outputs and knowing when use of graphing…