Illustrates the ease with which programs occupying only a single command line of a graphics calculator can be constructed. (MKR)

Uses a graphing calculator to demonstrate that dividing by a fraction is the same as multiplying by the reciprocal. Students graph a division problem and an equivalent problem, multiplying by the reciprocal. They find that the graphs are the same. (SKS)

Explores some ideas for the imaginative use of a graphics calculator in introductory statistics teaching. (Author/ASK)

Explores the effects of varying the coefficients in the general quadratic function using graphing calculators. (MKR)

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

Discusses the appropriateness of lower secondary school students using graphics calculators instead of scientific calculators. (ASK)

Focuses on solutions to a single problem using both induction and deduction by utilizing a TI-82 graphing calculator to illustrate symbolic, numerical, and graphical approaches to the problem. (ASK)

Uses vectors and programming with graphing calculators to analyze a ride in an amusement park (the "Scrambler") that has three long arms that revolve horizontally around a central post, at the end of which hang seats revolving in circles. (ASK)

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…

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)

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…

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

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.…

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)