The graphing calculator affords the student in analysis a powerful tool to extend visualization, which was previously limited to textbook illustrations and time-consuming constructions. Provides illustrative examples used in initial classroom presentations of several topics including convergence and in student explorations of these topics. (ASK)

Presents an activity to investigate physico-mathematical concepts and provide mathematics arguments that are very close to a proof with the advent and availability of powerful technology. Demonstrates without using calculus how the law of reflection for parabolas is derived from Fermat's principle of least time. (ASK)

Discusses Monte Carlo methods, powerful and useful techniques that rely on random numbers to solve deterministic problems whose solutions may be too difficult to obtain using conventional mathematics. Reviews two excellent candidates for the application of Monte Carlo methods. (ASK)

Discusses an old technique going back to Euler for accelerating the convergence of an alternating series. Uses a computer algebra system such as Derive, Maple, or Mathematica to implement this method called Eulerization. Argues that investigations using this technique will improve a student's understanding of infinite series. (ASK)

Promotes the use of logistic modeling in high school and early college mathematics, to compare this model to commonly used models, and to give an alternative to the TI-83 built-in logistic-regression key method when that method fails to converge or gives an inappropriate model. (ASK)