The general algorithm used in most hand calculators to approximate elementary functions is discussed. Comments on tabular function values and on computer function evaluation are given first; then the CORDIC (Coordinate Rotation Digital Computer) scheme is described. (MNS)

Described are ways that errors of magnitude can be unwittingly caused when using various supercalculator algorithms to solve linear systems of equations that are represented by nearly singular matrices. Precautionary measures for the unwary student are included. (JJK)

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…

Placement tests are rapidly joining the ranks of high-stakes testing and college freshmen are required to take mathematics placement exams to determine their first mathematics course upon entering college. Unfortunately, these exams tend to place students in a lower-level or remedial course. As a result, additional expenses are incurred, degree…

This paper presents some ideas on how to utilize TI-83 Plus calculators to perform division of one polynomial (the divided) by another polynomial (the divisor) and how that procedure might be incorporated into a college algebra lesson. Four ways to obtain the quotient and remainder when dividing a polynomial by a first-degree polynomial are…

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

Questions students raise about the meaning of zero to the zero power present an opportunity for mathematics teachers to involve students in active participation in exploring mathematical relationships. Calculators are the needed tool to make this exploration accessible to students. How they can be used is described. (MNS)

Criticizes the method of using calculators for the purpose of selecting candidates for L, for the limit value of a function. Suggests an alternative: a working formula for calculating the limit value L of a real function in terms of infinitesimals. (Author/ASK)

A method for finding logarithms is outlined. Four-function calculators are used to simplify the computation for those who enjoy experimenting with numbers. (MNS)

A procedure for helping students to calculate logarithms with any calculator that has a square root function is outlined. (MNS)

A procedure using calculators is described to test Ulam's conjecture that all positive integers converge to 1, if subject to certain iterated transformations. (MNS)

Continued fractions and associated sequences are viewed to constitute a rich area of study for mathematics students, by supporting instruction on algebraic and computational skills, mathematical induction, convergence of sequences, and interpretation of function graphs. An iterative method of approximating square roots opens suggestions for…

Describes the implementation of graphing calculators as teaching and learning aids in an intermediate linear algebra unit at the undergraduate level. Outlines the approach taken and discusses the problems that arose in relation to calculator use. (ASK)

Several examples are given of a variety of nonstandard problems, not ordinarily found in texts or courses, now accessible to students who have programmable calculators. These include: (1) finding limits; (2) evaluating infinite series; (3) calculating finite series; (4) computing variable length products; (5) solving equations; (6) searching for…

An approach to equation solving using calculators that promotes the trial-and-error method as a useful strategy when combined with calculators is presented. The approach is specifically geared towards the secondary schools as a way of moving to harder equations that the linear and quadratic ones traditionally used. (MP)