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)

Discusses how to set the size of the viewing window for a graphing calculator so that it is "user friendly" for all levels of students. Visually correct graphs, numerical interpretation, determining screen size, and setting friendly windows are addressed. (AIM)

Presents strategies that utilize graphing calculators and computer software to help students understand the concept of minimizing the squared residuals to find the line of best fit. Includes directions for least-squares drawings using a variety of technologies. (DDR)

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)

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

Presents examples in which the graphing calculator can provide students with particularly valuable insights into some major statistics ideas such as random numbers. (ASK)

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…

Reviews recent research into the effectiveness of the graphing calculator as a tool for instruction and learning within precalculus and calculus, specifically in the study of functions, graphing, and modeling. Contends that much research fails to provide clear guidance or informed debate regarding the role of graphing calculators in mathematics…

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

Discusses the use of Calculator Based Ranger (CBR) in mathematics classrooms. Provides a classroom activity in which students graph walking in different directions and speeds. Presents student work and testing. (ASK)

The calculator is used to obtain values for use in graphing curves. Three worksheets are included. (MP)

An example is given of a class of problems whose solutions require the use of a scientific calculator in order to plot the graphs. (MP)

Presents an activity that illustrates how data stored in a matrix or list can be plotted as a graph in the parameter plotting mode on graphic calculators. (ASK)

Offers problems involving baseball to give students the opportunity to utilize the technology of a graphing calculator such as the TI-82 to work on the area of statistics. Gives step-by-step instructions as well as explanations. (AIM)

Discusses various ways to explore graphs on the TI-82 graphing calculator by using the three different cursors: the free-moving, trace, and result cursors. (MKR)