This article reports on a qualitative study of six high school calculus students designed to build an understanding about the affect associated with graphing calculator use in independent situations. DeBellis and Goldin's (2006) framework for affect as a representational system was used as a lens through which to understand the ways in which…

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)

Analysis of observations in precalculus classrooms in which graphing calculators were integrated with the curriculum found evidence that students and teachers shifted their roles when technology was in use. (Author/MKR)

Describes five college and two high school students' understandings of function and limit in a graphics calculator-based environment and identifies instances where students' understanding seems to have been influenced by the availability of a graphing calculator. (27 references) (MKR)