A cross-curricular structured-probe task-based clinical interview study with 44 pairs of third year high-school mathematics students, most of whom were high achieving, was conducted to investigate their approaches to a variety of algebra problems. This paper presents results from three problems that were posed in symbolic form. Two problems are…

This study examines graphing calculator technology availability, characteristics of teachers who use it, teacher attitudes, and how use reflects changes to algebra curriculum and instructional practices. Algebra I and Algebra II teachers in 75 high school and junior high/middle schools in a diverse region of a northwestern state were surveyed.…

Considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. Argues that technology use has had a positive impact on various dimensions of student learning. (Author/CCM)

Investigates secondary mathematics teachers' use of the graphing calculator in their classrooms. Examines whether algebra teachers are currently using this technology in their classrooms, their perceptions toward the technology, and any changes in the curriculum or instructional practices. Indicates that the use of the graphing calculator is still…

Integrates mathematics and science by investigating the scientific application of the Polynomial Difference Theorem using data points from an experiment. Utilizes the different capabilities of the graphing calculator to investigate a problem whose solution is a second degree equation and makes connections between the mathematical concepts involved…

Explores the role that symbolic-graphical calculators can play in the current calls for reform in the mathematics curriculum. Discusses symbolic calculators and graphing calculators in relation to problem solving, computational skills, and mathematics instruction. (MDH)