Three calculation methods were compared in solving problems involving frequency distributions, manual, basic calculator, and advanced calculator. Calculators were more efficient but there was no difference in calculator type. (MP)

Describes a sampling game originally based on a sampling bottle but here played on a graphing calculator as a way of introducing the topic of sampling in statistics. (MKR)

Statistical problems were used to test the hypothesis that calculators facilitate problem solution by saving time and increasing accuracy. Manual, basic machine and advance machine methods were used. (MP)

Investigated were the effects on computation performance of amount of prepractice and type of calculator, when students were told to work very fast vs very accurately. (MP)

Three calculation methods--handwork, or simple or advanced calculators--and two levels of difficulty--easy or hard--were used to investigate the effects on computational performance. (MP)

Solving statistical problems using a calculator with sophisticated features was compared to solving the same problems by hand. The calculator group was more accurate and took far less time. (MP)

The concept of percentile is a fundamental part of every course in basic statistics. Many such courses are now taught to students and require them to have TI-82 or TI-83 calculators. The functions defined in these calculators enable students to easily find the percentiles of a discrete data set. (PVD)

Describes a lesson that outlines a statistics/probability investigation into some aspects of past performance in snooker (a billiards game) using the random number generator on a graphing calculator. (MKR)

This paper presents the features of graphic calculator technology that can be implemented in noncalculus-based educational statistics courses. The objectives are to: (1) present potential uses of the graphing calculator; (2) discuss current research concerning graphing calculator implementation in the classroom; and (3) illustrate current…

A grouping procedure which systematically combines objects to satisfy a criterion specified by the investigator and groups those objects that are most alike first is discussed. Two such methods that can be easily demonstrated in the classroom setting with the aid of electronic calculators are presented. (MN)

Data were analyzed to see if a correlation or relationship existed between students' grades in a course and students' rankings of the professor's teaching. Graphing calculators allowed students to visualize relationships between the data and to compute the equation of the regression line, compute the correlation coefficient, and test statistical…

Ways of using calculators to presents the concept and methodology of concurrent processing are discussed. Several problems that could be used to compare sequential versus concurrent processing are presented. (MK)

One hundred twenty-eight undergraduates were randomly assigned to one of four treatment conditions formed by crossing two levels of task difficulty (computationally easy or difficult problems) with two modes of calculation (solving by hand or calculator). When solving problems by hand, there was a large increase in state anxiety between easy and…

This paper reports on the results of a survey instrument designed to measure the use of mathematics software packages, as well as statistical software packages in the college classroom. The survey was distributed to teachers of mathematics and statistics at several four-year colleges in Long Island, New York. The survey also measured the opinions…

Presents two programs for the TI-83 to conduct the chi-square goodness-of-fit test in an elementary statistics course or any other course that might require students to conduct hypothesis tests relative to some frequency distribution. (ASK)