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)

The values of a polynomial with integer coefficients can be computed using a graphing calculator, but it is impossible to see the formula itself. Suggests finding this formula from numerical data and describes the unusual way to solve this problem with one calculation only. (Author/NB)

What initially appears to be a standard maximum-minimum problem presents, with a particular independent variable, a wealth of calculus and algebraic subplots. Uses graphing calculator technology to reinforce the "pencil and paper" solution and open the problem to lower level mathematics courses. (Author/NB)

Describes the different types of scientific calculators and explains how graphic calculators can apply to chemical problems. (Contains 19 references.) (YDS)

Discusses a real-world problem-solving lesson that emerged when a high school math teacher used a motion detector with a CBL and graphing calculator to obtain the bounce data of a ping-pong ball. Describes the lesson in which students collect bad data then fill in the missing parabolas that result using critical components of parabolas and…

This paper presents teaching strategies and examples developed for a two-semester sequence in quantitative problem solving, specifically outlining a non-calculus derivation of linear regression formulas supported by the graphical display of the TI-83 calculator to visualize the minimization of the sum-squared vertical distances. The paper…

The students need not compute dependent values required in making line graphs but to teach the students the usage of graphing calculator to plot, calculating and graph linear equations, which are best suited to real world data. In this initial learning process, the teacher should give minimum support to the students in arriving at a solution as…

Introduces a lesson that incorporates numeric, graphic, and algebraic approaches as well as a strong verbal communication component into the maximizing problem. (ASK)

Presents historical mathematics to students. Suggests allowing students to have two methods of problem solving with a graphing calculator to allow for a visual result. Indicates that students should have more than one opportunity to experience a solution to a problem, a variety of contexts for the problem, and an opportunity to communicate. (ASK)

Presents four methods for solving a quadratic equation using graphing calculator technology: (1) graphing with the CALC feature; (2) quadratic formula program; (3) table; and (4) solver. Includes a worksheet for a lab activity on factoring quadratic equations. (KHR)

Describes the graphing calculator as a new graphical approach to standard physics problems. Presents a collision problem to illustrate its use. (JRH)

Presents a mathematics problem on how a sailor decides the shortest distance between two points by using a calculator. (ASK)

Presents graphing calculator activities that rely on resolving the magnitude and direction form of vectors into their Cartesian components so that they are suitable as applications for vector or trigonometric relationships for years 10-12. (ASK)

Presents an activity for constructing and solving radical equations which can be done with or without the use of graphing calculators. Highlights one method that two students used to solve radical equations. (ASK)

Covers a project conducted by the Freudenthal Institute in which observation of student behavior supported the premise that the graphics calculator can stimulate the use of realistic contexts, the exploratory approach to mathematics, a more integrated view of mathematics, and more flexible behavior in problem solving. (AIM)