Real world, mathematics-based educational activities provide context for learning and break down barriers to learning in mathematics and science. SpaceMath@NASA (hereafter SpaceMath) provides teachers with real-world math activities in a space context in support of standards, by using current NASA discoveries as a starting point for motivating…

One of the major benefits of the face-to-face teaching environment is that social interaction opportunities are a natural part of the course: Learners meet in the same room for the same allotted period of time each week. This social opportunity is not organic to online courses; therefore, to have this social interaction as a part of online classes…

This study reports upon design-based research that enacted mobile mathematics learning for preservice teachers across classroom, community, and online settings. The integration of mobile learning within mathematics teacher education is understudied, and it is necessary to better understand mobile technology affordances when locating disciplinary…

Introduces the Sharp EL-9600 graphing calculator and its capabilities, and discusses its possible uses in mathematics classrooms. (ASK)

Offers a few examples of the ease with which science, mathematics, and technology can converge. Illustrates some of the potential of Calculator-Based Laboratory (CBL) and Calculator-Based Ranger (CBR) to study mathematics. (ASK)

This document presents keystrokes for the Texas Instrument (TI-83) graphing calculator. After presenting some basic TI-83 keystrokes, activities for student practice are listed. This is followed by keystrokes for TI-83 advanced functions such as evaluating function values, finding the zero of a function, finding the intersection of two graphs,…

The use of technology allows students to look at mathematical concepts in many different ways. With a variety of perspectives, studying ideas that were at one time difficult to understand are possible. Mathematics learning focuses more on concepts and less on computations. Various sequences including arithmetic, geometric, and partial sum can be…

Presents activities in which students are invited to re-create on their calculator screen images using graphical features of the graphing calculator. (ASK)

The HeadJam series is comprised of six programs exploring mathematics, science, and critical thinking skills. It is an award-winning, educational videotape series for middle school students that explores multi-disciplinary skills in a highly entertaining way. The teacher's guide and 22-minute video, "Go Figure," demonstrate how math is…

Shows how the joint use of a dynamic geometry program and a spreadsheet can provide a computational environment for exploring geometry on plane lattices that lessens the risk of developing the false empiricist view of mathematics often associated with the use of information technology. Contains 17 references. (Author/ASK)

Takes a theme from "IMPACT Maths" and works it into a spreadsheet activity to display data in bar charts, pie charts, and line graphs. (ASK)

This paper presents two mathematics activities that model functions studied using the Calculator Based Ranger (CBR) software for TI-82 and TI-83 graphing calculators. The activities concern a bouncing ball experiment and modeling a decaying exponential function. (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 an activity in which students use computer-based spreadsheets to find out how much grain should be added to a chess board when a grain of rice is put on the first square, the amount is doubled for the next square, and the chess board is covered. (ASK)

Shares experiences with using "The Wall", a number patterns spreadsheet idea developed by Dave Shiers, with children in a middle school. (ASK)