Focuses on changes in attitude toward mathematics and calculator use and changes in how general mathematics students naturalistically solve algebraic problems. Uses a survey to determine whether a student is rule-based. Concludes that the rule-based students used an equation to solve the algebraic word problem whereas the non-rule-based students…

Presents an activity that uses graphing calculators to duplicate the curves generated by a Spirograph, a design-generating drawing toy. (ASK)

One way to assist students in developing correct intuitive ideas about the effect of sample size is to allow students to simulate similar problems. Describes experiences with classes performing simulation using graphing calculators. (ASK)

Shares observations on the use of graphing calculators based on anecdotal evidence and conversations with teachers in the United States. Compares these issues according to U.S. and Australian educational systems. Discusses the acceptance of calculators into the U.S. educational system, teacher expertise levels, and equity issues. (ASK)

Describes students' written answers that seemed technology-assisted in the 1999 Calculus Tertiary Entrance Examination (TEE). Illustrates how in the 1999 Calculus TEE some students used their calculators in flexible ways. (ASK)

Students can learn to make algebra, trigonometry, and geometry work for them by using matrices to rotate figures on the graphics screen of a graphing calculator. Includes a software program, TRNSFORM, for the TI-81 graphing calculator which can draw and rotate a triangle. (MKR)

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)

Presents activities in which students are invited to re-create on their calculator screen images using graphical features of the graphing calculator. (ASK)

Presents an inquiry into students' conceptual development of a graphics calculator function for direction. Discusses reflective thinking and reflective enculturation, operational and structural understanding, and situated abstraction. (Contains 33 references.) (Author/ASK)

Describes an inquiry into students' uses of graphics calculators in the Tertiary Entrance Examination of Calculus in Western Australia for 1998. Discusses a comparative analysis of boys' and girls' performances. Indicates that the main areas of difficulty for students are interpreting graphing calculator outputs and knowing when use of graphing…

Describes how a braillewriter can be used as a calculation tool for students with visual impairments who are learning mathematics. Provides strategies for teaching students to use the braillewriter in the addition and subtraction of whole numbers and numbers with decimals, multiplication, division, and fractions. (CR)

Addresses three issues of Calculator-based Ranger (CBR) activities on graphing abilities: (a) the effect of CBR activities on graphing abilities; (b) the extent to which prior knowledge about graphing skills affects graphing ability; and (c) the influence of instructional styles on students' graphing abilities. Indicates that CBR activities are…

Presents examples to illustrate that iteration and recursion are useful pedagogical tools that can be used in many areas of mathematics, make models traditionally taught in upper levels accessible in grades 9-14, and provide alternative problem solving approaches less dependent upon ready-made formulas. (Author/MM)

Describes a classroom experiment using hand-held computer algebra systems (CAS) for the learning of algebra with the aim of developing the conception of a parameter as a means for generalization. The idea of the instrumentation of information and communications technology tools turned out to be fruitful in the interpretation of the students'…

Presents a mathematics activity using hand-held technology that can be used with elementary school students. Uses graphing calculators and calculator-based laboratories in this activity. (Contains 11 references.) (ASK)