Presents an activity using the familiar fairy tale "Cinderella" to provide the context for stimulating mathematical thinking about a real life problem. Makes use of graphing calculator technology to investigate the relationship between shoe sizes and shoe lengths. (ASK)

Analyzes the development of one student's understanding of vector magnitude and how her problem solving was mediated by use of the absolute value graphics calculator function. (Contains 35 references.) (Author/ASK)

Presents an activity on number concepts using a calculator. Suggests that by using a calculator, students can search for patterns and identify them more quickly. This activity helps students make mathematical connections about divisibility rules, carry out investigations, make sense of what happened, and continue their investigation by creating…

Criticizes the method of using calculators for the purpose of selecting candidates for L, for the limit value of a function. Suggests an alternative: a working formula for calculating the limit value L of a real function in terms of infinitesimals. (Author/ASK)

Demonstrates a less utilized feature of the TI-92+: its natural and powerful programming language. Shows how to implement several linear algebra related algorithms including the Gram-Schmidt process, Least Squares Approximations, Wronskians, Cholesky Decompositions, and Generalized Linear Least Square Approximations with QR Decompositions.…

Investigates the impact of the TI-89 hand-held Computer Algebra System (CAS) on student achievement in a first year college core calculus course. Analyzes data from an experimental study conducted at the United States Military Academy at West Point from 1998-2000. Results indicate that the TI-89 hand-held CAS experimental group attained a higher…

Compiles observations from a multivariable calculus class in which computers were used extensively. Results show that visualization skills can be improved and that students use technology in very innovative ways. (Author/MM)

Describes a research and development project whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities linked with its use. Focuses on the possibilities and problems of cooperation between theory and practice and between mathematics educators and teachers. (Author/MM)

Reviews examination questions and categorizes them according to their usefulness in a Computer Algebra System (CAS) environment with respect to their significance for testing abilities and skills and from the point of view of using a CAS for their solution. Examination questions are presented as an important didactical tool in teaching…

Compiles teachers' impressions of the barriers and/or incentives associated with the use of graphing calculators on classroom dynamics, curriculum and evaluation, training, support, and overall attitude. Concludes that teachers' perceptions of the advantages appeared to be instructionally related, whereas perceptions of the disadvantages appeared…

Active involvement and infusion of mathematics into familiar, everyday experiences are essential elements in challenging students to engage in true thinking. Presents an investigation on graphing that touches on all representations including tables of values, graphs, and verbal descriptions. (ASK)

Offers teaching suggestions for activities using the TI-73 graphing calculator in middle schools. Topics include the number line, data handling, and algebraic thinking. (MM)

Describes the use of the TI-73 calculator to support and enhance the teaching of mathematics with 9-11 year old students. Topics include equivalent fractions, algebra, and data handling. (MM)

An experiment that consists of following the changes in temperature at different depths in a precooled liquid while the liquid slowly warms up to the temperature of the surrounding environment is presented. The experiment might be used in a course on temperature, on heat transmission, and in particular in the study of convection currents.

The students need not compute dependent values required in making line graphs but to teach the students the usage of graphing calculator to plot, calculating and graph linear equations, which are best suited to real world data. In this initial learning process, the teacher should give minimum support to the students in arriving at a solution as…