This research focuses on the graphics calculator in calculus and its impact on students' abilities to work with graphical, numerical, and symbolic representations. Three courses are compared, two of which are taught with less emphasis on the use of graphing calculators. The format of the course emphasizing calculator use is more traditional than…

Describes the results of a teacher's exploration of the effects of using graphing calculators in calculus instruction in sections other than those that are experimental. Two experimental and two traditional sections of Calculus I and II participated in the study. (DDR)

Uses the visual and programming capabilities of the graphing calculator to discern both differences and similarities between two independent collections of sample data. (MKR)

A computer program is presented that generates problem sets involving sketching graphs of trigonometric functions using graphical addition. The students use calculators to sketch the graphs and a computer solution is used to check it. (MP)

Examines the impact of the recent shift towards calculating and computing tools on the nature of learning in traditionally difficult curriculum area. Focuses on the use of graphic calculators by undergraduates taking an innovative new mathematics course at Open University. Indicates that graphic calculator technology acted as a critical mediator…

This booklet contains a representative sample of the efforts of colleagues at 11 institutions to use graphing calculators to enhance the teaching of calculus and precalculus. The first section contains examples of graphs for teachers to choose from for presentations, including: simple examples to illustrate some standard ideas in precalculus,…

Attempts to answer and generalize the question: When is the numerical derivative obtained on the graphing calculator greater than the actual derivative, and when is it smaller? Discusses symmetric difference. (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…

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)

Addresses the "T-cubed" or Teachers Teaching with Technology program and their courses utilizing hand-held technology such as graphic calculators, data-loggers and the TI-92 hand-held computer. Describes practical experiments involving discharge, a temperature probe, and an oscillating water sprinkler. (AIM)

The author describes use of hand calculators and computers in the college classroom. He discusses his philosophy about their use, and presents several problems which are especially amenable to use of a computer with a plotting facility. (SD)

Presents a project that explored student choice of a solution method for quadratic inequalities. Students were first instructed in the use of the case, critical-number, and graphical methods using the graphing calculator. The majority of students chose graphical methods of solution. (DDR)

Explores ways in which various technologies can be integrated to teach the transformation of graphs in an interactive and dynamic way. Discusses how the use of graphic calculators, a spreadsheet, graph plotter, presentation package, and an interactive whiteboard can be combined to give students the opportunity to investigate, understand, and have…

Discusses the use of graphing calculators for polar and parametric equations. Presents eight lines of the program for the graph of a parametric equation and 11 lines of the program for a graph of a polar equation. Illustrates the application of the programs for planetary motion and free-fall motion. (YP)

Discusses areas where teachers may harbor mistaken assumptions about their students' understanding when using graphing calculators: (1) confidence and competence with order of operations, (2) integration of algebraic and graphical knowledge, and (3) scaling a graph. (MKR)