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…

An investigation of the cost of homeownership by constructing a mathematical model with refinements illustrates an important type of problem solving with calculators. (MNS)

Presents four activities that use graphing calculators, spreadsheets, and graphing software to model population growth. (MKR)

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)

The design, selection, and organization of instructional materials that integrate calculators are described in relation to a model based on movement and representational level. Instructional resources and advantages of the model are described. (MNS)

Presents examples of students' work when they are engaged in problem solving and reasoning tasks as they determine how to fill bottles with water to create musical notes by blowing across the tops of the bottles, and as they create mathematical models that represent these notes. (ASK)

The Core-Plus Mathematics Project (CPMP) is a four-year program emphasizing mathematical modeling, featuring full use of graphing calculators, building on the theme of mathematics as sense-making, and involving investigations of real-life contexts that lead to reinventing important mathematics. (MKR)

Demonstrates the use of graphing technology to help students develop and interpret three models of jury behavior and explore the potential effect of such actions as changing jury size. MathCAD, an electronic notebook was used. (Contains 10 references.) (MKR)

Discussed is the place and teaching of trigonometry in a NCTM Standards-based mathematics curriculum. Presented is how these standards can be implemented in a technology-rich environment that encourages reasoning, communication, problem solving, and confidence building. Examples focus on functions, graphical sense, modeling, and identities. (KR)

A mathematical model is used to represent a physical problem. The resulting polynomial is graphed and analyzed. Students are asked to plot families of related polynomial functions and observe patterns. A partial list of possible observations is included. End behavior, complete graph, and classroom use of technology are discussed. (GW)

Presents an activity in which students collect and organize data from a real-world simulation of the scientific concept of half life. Students collect data using a marble sifter, analyze the data using a graphing calculator, and determine an appropriate mathematical model. Includes reproducible worksheets. (MDH)

Presents activities in which students develop and analyze scatterplots on graphing calculators to model corn growth, decay, a box of maximum volume, and weather prediction. Provides reproducible worksheets. (MDH)

Discusses the use of technology in solving compound interest-rate problems that can be modeled by linear relationships. Uses a graphing calculator to solve the specific problem of determining the amount of money that can be borrowed to buy a car for a given monthly payment and interest rate. (MDH)

Described is an alternative first year algebra program developed to bridge the gap between the NCTM's Curriculum and Evaluation Standards and institutional demands of schools. Increased attention is given to graphing as a context for algebra, calculator use, solving "memorable problems," and incorporating geometry concepts, while…