The goal of this study is to explore and characterize the effects of using a dynamic graphing utility (DGU) on conceptual understanding and attitudes toward mathematics, measured by the responses of college algebra students to an attitude survey and concepts assessment. Two sections of college algebra taught by the primary researcher are included…

An iPad® can be used to teach students to graph parabolas with ease and grasp vocabulary quickly. Parabolas come to life for students in this easily implemented activity described in this article. Teachers can use this tool in a fun and interactive way to not only address these graphing and vocabulary concepts but also introduce and explore…

Dynamic/interactive graphing applets can be used to supplement standard computer algebra systems such as Maple, Mathematica, Derive, or TI calculators, in courses such as Calculus, Differential Equations, and Dynamical Systems. The addition of this type of software can lead to discovery learning, with students developing their own conjectures, and…

Graphing bivariate data in a scatter plot and drawing an approximate line of best fit for the data have become commonly recommended activities for middle school and high school students. The graphing calculator has provided a mechanism for students both to approximate a best-fit line and to calculate the best-fit line using a built-in option. Two…

Graphing utilities, such as the ubiquitous graphing calculator, are often used in finding the approximate real roots of polynomial equations. In this paper the author offers a simple graphing technique that allows one to find all solutions of a polynomial equation (1) of arbitrary degree; (2) with real or complex coefficients; and (3) possessing…

Evolving technology has played an important part in a common quadratic-function lesson. Having been mentioned repeatedly in numerous reform documents, a recurring lesson has involved changing the parameters in f(x) = ax[superscript 2] + bx + c and studying the effects on the graph. In both NCTM Yearbooks and NCTM Standards documents, technology is…

Many popular mathematical software products including Maple, Mathematica, Derive, Mathcad, Matlab, and some of the TI calculators produce incorrect graphs because they use complex arithmetic instead of "real" arithmetic. This article expounds on this issue, provides possible remedies for instructors to share with their students, and demonstrates…

This guide provides students with practice for all the major types of graphs they are likely to encounter. It includes information on graphs of various families of algebraic functions; bar, line, and circle graphs; the creation, reading, and interpretation of graphs; and the use of graphing calculators. (MVL)

Explores the effects of varying the coefficients in the general quadratic function using graphing calculators. (MKR)

Reports on how students managed some technical aspects of graphics calculators as they used them to study graphs of straight lines and parabolas. Identifies three common student difficulties: (1) tendency to be unduly influenced by the jagged appearance of graphs; (2) poor understanding of the zoom operation; and (3) limited grasp of the processes…

Explores quadratic functions using the graphing calculator. Discoveries are made graphically whereas hypotheses are proven algebraically. Includes traditional quadratics, other algebraic quadratics, nonpolynomial quadratics, transcendental quadratics, and proofs. (MKR)

Active involvement and infusion of mathematics into familiar, everyday experiences are essential elements in challenging students to engage in true thinking. Presents an investigation on graphing that touches on all representations including tables of values, graphs, and verbal descriptions. (ASK)

Describes an activity in which students are given a set of designs and are required to use their electronic grapher to reproduce the designs. The activity reinforces students' understanding of lines and of the formula for a linear function. (MKR)

The purpose of this study was to determine the effect of the TI-81 Graphics Calculator as an instructional tool on college algebra students' conceptual and procedural achievements involving functions and graphs and on the students' attitudes toward mathematics. The study was a posttest-only, equivalent control group design conducted with students…

Argues that technology influences mathematics education by enabling students and teachers to discover and demonstrate generalizations and properties that were unthinkable a few years ago. Focuses on one example related to a paradox involving parabolas. (DDR)