Discusses some major changes that computers, calculators, and graphing calculators have brought to the mathematics classroom, including quasi-empirical studies in the classroom, use of multiple representations, emphasis on visualization, emphasis on tables, an altered classroom "ecology," and increasing complexity for students. (SR)

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)

Contains tips from readers about using technology in the classroom, including notebook computers, classroom sets of calculators, geometry software, LOGO software, publisher discounts, curriculum materials in CD-ROM, and volunteer help in computers and computer networking for schools. (MKR)

Discusses the history of different methods of representing numbers and how these representations facilitated counting and computing devices such as the abacus. (MDH)

Presents reasons for students' use of calculators in math class and techniques for encouraging their optimal use. Many educators suggest that calculators free students from concentration on computation and enable them to concentrate on problem solving. The article includes product information. (SM)

Found that, after extracting an arithmetic problem from a real situation and working out an answer, 6- to 12-year-olds with learning difficulties in math were unable to reapply the answer to the situation. Also found that the children, in a hypothetical situation, were unable to use token money, or to do calculations on paper or with an electronic…

Analyzes and refutes the arguments made by "back-to-basics" proponents against the use of calculators and for traditional instruction in the algorithms of pencil-and-paper arithmetic. Argues for the value of mental arithmetic in achieving all the aims and more of the traditional curriculum. (Author/ASK)

Students have difficulty associating equations of vertical and horizontal lines with their respective graphs. Presents an activity using a TI-82 graphing calculator to eliminate this confusion and to strengthen students' understanding. (ASK)

Explores how the use of the graphics calculator may lead to changes in students' solution approaches and how these changes affect student achievement. Concludes that only prolonged use of the graphic calculator leads to enrichment of the solution repertoire of students and a better understanding of functions. (Contains 11 references.) (Author/ASK)

The graphing calculator affords the student in analysis a powerful tool to extend visualization, which was previously limited to textbook illustrations and time-consuming constructions. Provides illustrative examples used in initial classroom presentations of several topics including convergence and in student explorations of these topics. (ASK)

Presents a study in which three classes of grade 10 students worked with graphics calculators throughout, five classes used them for approximately two months, and four classes did not use them at all. Posttest results showed that students who had worked with graphics calculators tended to attempt more problems and obtain higher test scores than…

Presents conflicting legislation on calculator usage in California and Virginia, and summarizes research favoring students' use of calculators while taking tests and solving classroom exercises or real-world problems. Another research study shows that stayers in school choice programs are likely to have chosen the school, have friends in the…

Presents three geometric problems from a workshop for in-service algebra teachers to help them make connections between the mathematical concepts that they know and the drawings that they were required to display on their graphing calculators. (ASK)

Draws on data from a three-year longitudinal study of secondary school classrooms to examine pedagogical issues in using technology resources in mathematics teaching, graphing calculators and overhead projection panels in particular. Theorizes four roles for technology in relation to teaching and learning interactions. Illustrates how technology…

Discusses the benefits of new technologies, especially graphing calculators, in the teaching and learning of mathematics. Presents two activities for teaching algebra and regression using graphing calculators. (ASK)