The purpose of these modules is to provide an introduction to the world of probability and statistics to accelerated mathematics students at the high school level. The materials are centered on the fictional town of Happy Shores, a coastal community which is at risk for hurricanes. Actuaries at an insurance company figure out the risks and…

Since the dawn of civilization, pictorial representations and symbols have been used to communicate simple statistics. Efficient and effective, they are still used today in the form of pictures and graphs to record and present data. Who can tie their shoes? How many calories are in your favorite food? Make data and graphs relevant and interesting…

Over the past decade, research on the use of technology in the mathematics classroom has focused primarily on issues of student learning and engagement. In this article, we focus on middle grades mathematics teachers' use of The Geometer's Sketchpad, and study both the decisions they make about when to use technology, and their motivations for…

Uses a Calculator-Based Ranger and a graphing calculator in problem-solving mode to introduce an exploration of graphing-related concepts including intercepts, slopes, and rate of change. (YDS)

Many students have difficulties in interpreting position versus time graphs. Presents an activity involving calculator-based motion labs that allows students to bring these graphs to life by turning their own motion into a graph that can be analyzed, investigated, and interpreted in terms of how they actually moved. (ASK)

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

Focuses mainly on a common example in technology-rich mathematics curricula, namely the line of best fit, followed by a discussion of two additional examples, interpolating polynomials and complete graphs. (ASK)

A proposal for teaching how to graph functions is presented on the basis of the teaching theory of didactical situations implemented by the French author Guy Brousseau. The proposal is aimed at students in 12th grade in high school (USA) or in a freshman calculus course. The TI-92 graphic calculator was used as a teaching aid. (Author/ASK)

Provides a lesson that focuses on three-dimensional graphing, contours, and topographical maps using computer spreadsheets. (ASK)

Examines four areas of difficulty with graphing and modeling, identifies confusions and misconceptions, and shows how these areas interact in the presence of data-collection devices. (KHR)

Argues that teachers and lecturers need to identify essential skills which are technology-independent and need to determine the most effective use of new technology in the classroom. Examines prospects for change using the newer technology of graphing calculators for mathematics courses. Contains 15 references. (ASK)

The concept of function is central in mathematics and grows in importance as one progresses in depth and breadth of understanding mathematics. Results from national assessment progress reports indicate that the majority of students do not comprehend the concepts of function and graphing. Technology has the potential to improve the understanding of…

Reports on a project in which a 6th grade class determined the type of trash being thrown away on their school grounds through data collection, analysis, and graphing. (YDS)

Describes an experimental study in which two sections of calculus were taught using the same materials, except one section was enhanced with the computer algebra system Mathematica. Results indicated that the students in the technology group had advantages to understanding certain key topics in calculus such as limits, derivatives, and curve…