This article describes a college-level remedial mathematics course in which students were required to use calculators. (DT)

The appropriateness of existing instructional materials for three calculators designed for use by the visually impaired was assessed with 15 blind and partially sighted Ss (15-21 years old). (Author/SBH)

Describes the use of a Hewlett-Packard 9810A programmable desk calculator with plotter for drawing ball-and-line stereopairs as well as three-dimensional structural formulas which are useful for teaching stereochemical principles and molecular structure. (MLH)

This paper reports the results of student use of a TI-92 graphing calculator to solve algebra and analytic geometry problems in 9th grade Austrian classes. Students who had been trained in using the TI-92 were asked to compute x, given that a right-angled triangle had sides x, x+3, and x+6 in at least three ways, and to document their solution…

Steiner's Porism states that if you can draw a connected ring of circles in the annular region between two original circles, the ring will be successfully completed no matter where you start. This paper explores how the TI-92 graphing calculator can be used to demonstrate Steiner's Porism and illustrate the main points of its proof. Inversion in…

This paper describes how 8th grade students are using CBR, a motion detector linked to a graphing calculator, as a way of generating mathematical ideas regarding the motions concepts that surround their action. Students were previously introduced to the calculators in the classroom and teaching experiments were then carried out afterwards with a…

This paper argues that using Computer Algebra Systems (CAS) to teach 12- to 18-year-old students is going to change teaching methods, the content of what has been taught, and exams. Traditional exam questions are analyzed and categorized according to their usefulness in a CAS environment. The goal is to give teachers new perspectives with which to…

This paper describes a classroom, instructor-led activity designed to show how graphic calculators can be used to explore coordinate geometry. The activity involves digitizing an image of a hand and transforming the image through geometrical transformations. Teaching notes and calculator instructions are included as are blackline masters. Also…

This project description is designed to show how graphing calculators and calculator-based laboratories (CBL) can be used to explore topics in the physics of sound. The activities address topics such as sound waves, musical notes, and chords. Teaching notes, calculator instructions, and blackline masters are included. (MM)

This study showed that almost all of the students brought calculators to the administration of the SAT I test in November 1996 and 1997 and continue to do so today. The number who actually used the calculators on the test and the extent to which they used them varied across students. Performance on the math sections of the exam was associated with…

Provided is an activity designed to give grades 7-12 students opportunities to discover numerical patterns and to derive general conclusions from observing data. The activity focuses attention on patterns in products such as 33x34, 333x334, and 3333x3334. Three worksheets and answers are included. (JN)

This response to Usiskin's editorial comment on calculator use in the May 1983 issue considers why arithmetic is taught. The belief that mathematics improves thinking and the humanist position that it is part of our cultural heritage are noted. The role of mathematics in the curriculum should be reconsidered. (MNS)

Calculators have made the arithmetic curriculum obsolete in both scope and sequence. Calculators can perform each operation as easily as any other. We should be asking if there is ever a time when we should trust paper-and-pencil computation. (MNS)

The problem of finding cube roots when limited to a calculator with only square root capability is discussed. An algorithm is demonstrated and explained which should always produce a good approximation within a few iterations. (MP)

It is concluded: (1) elementary school students enjoy doing problems, but have trouble thinking them out; (2) students need to work on a variety of types; (3) calculator use can definitely help students become better; and (4) students need experience in group work. Details of the instructional approach used are provided. (MP)