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.…

Reviews tasks and techniques to help students develop an appropriate instrumental genesis for algebra and functions to prepare for calculus. Focuses on the potential of the calculator to connect enactive representations and theoretical calculus. Discusses strategies to help students experiment with symbolic concepts in calculus. (Contains 32…

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…

This paper demonstrates how calculators may be used to motivate a concept called infinite composition of functions. Several mathematical topics, such as continued square roots, continued fractions, and infinite products are treated and discussed as special cases. (Author/MK)

Ways of using the calculator as a vehicle for investigating one aspect of the square root concept are illustrated. (MK)

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

This booklet contains a representative sample of the efforts of colleagues at 11 institutions to use graphing calculators to enhance the teaching of calculus and precalculus. The first section contains examples of graphs for teachers to choose from for presentations, including: simple examples to illustrate some standard ideas in precalculus,…

Two traditional presentations introducing the calculus of exponential functions are first presented. Then the suggested direct presentation using calculators is described. (MNS)

Included are a detailed example of a calculator demonstration, the general principles to be followed in preparing a calculator demonstration, a list of demonstration topics for a calculus course, and some suggested topics for other courses. (MK)

Illustrates exploration of composition of functions, translations, and inverse functions on a graphing calculator. Includes reproducible student worksheets. (MKR)

Attempts to answer and generalize the question: When is the numerical derivative obtained on the graphing calculator greater than the actual derivative, and when is it smaller? Discusses symmetric difference. (MKR)

The author discusses the use of calculators in calculus classes and difficulties caused by roundoff errors. References for advanced follow-up topics are given. (Author/MK)

Presents a way to examine in depth the polynomial approximation of a transcendental function by using graphing calculators. (ASK)

By developing a sequence of mathematical models of harmonic motion, shows that mathematical models are not right or wrong, but instead are better or poorer representations of the problem situation. (MKR)

An unusual alternative starting point for instruction in a beginning calculus course that focuses on Fixed Point Iteration (FPI) is presented. (MP)