It is suggested that the reasons for teaching the standard written algorithms for calculations are not out of date. Alternative algorithms, such as mental algorithms, calculators, and nonstandard written methods, are discussed. (MP)

Two problems are presented and discussed as a means of demonstrating that the calculator can play a more important role in the mathematics class than simply as a computational tool. (MP)

Describes six crystallographic programs which have been developed to illustrate the range of usefulness of programmable calculators in providing computational assistance in chemical analysis. These programs are suitable for the analysis of x-ray diffraction data in the laboratory by students. (HM)

Three examples are given illustrating the use of the calculator in problems where determining patterns and making conjectures are stressed. (MP)

Citing some past educational fads, the author addresses the curricular opportunities afforded by the hand-held calculator. He argues that students can gain deeper insight into many mathematical concepts by actually experiencing them. The availability of calculators will also cause some topics to disappear from the curriculum. (SD)

A Maryland middle-school teacher can no longer imagine a math classroom without computers, word processing programs, graphing calculators, graphic design programs, and colored printers and monitors. Aided by these devices, her students made great leaps toward the 21st-century technology goals spelled out by the Department of Education in 1995.…

Presents an activity for constructing and solving radical equations which can be done with or without the use of graphing calculators. Highlights one method that two students used to solve radical equations. (ASK)

Presents an experiment to design a precalculus topic that would help prepare students for limits in differential calculus. Emphasizes the topic to enhance the interpretation of graphs and to be applicable in both technology-based and traditional precalculus courses. Uses graphing calculators to help students observe the results of their…

Presents a study designed to explore whether a student's use of the graphing calculator during instruction will affect their concept of function, how students' participation in a conceptual change assignment affects their concept of function, and how the graphing calculator and the conceptual change assignment interact with one another to…

Analysis of observations in precalculus classrooms in which graphing calculators were integrated with the curriculum found evidence that students and teachers shifted their roles when technology was in use. (Author/MKR)

Introduces students to the study of dynamical systems through a number of learning activities that explore functions in general and linear and exponential functions in particular. Students use calculators to interpret graphs, find patterns in tables of data, and also use algebra. (DDR)

Presents a project that explored student choice of a solution method for quadratic inequalities. Students were first instructed in the use of the case, critical-number, and graphical methods using the graphing calculator. The majority of students chose graphical methods of solution. (DDR)

Assessed preservice teachers' contrasting views between their own use of calculators and appropriate use of calculators in elementary school mathematics classrooms. Survey results indicated that respondents did not use calculators on simple problems, nor did they rely on them as a crutch. They viewed calculators largely as tools to speed up…

Explores ways in which various technologies can be integrated to teach the transformation of graphs in an interactive and dynamic way. Discusses how the use of graphic calculators, a spreadsheet, graph plotter, presentation package, and an interactive whiteboard can be combined to give students the opportunity to investigate, understand, and have…

Describes a calculator-based lesson designed to use technology as a tool to enhance students' conceptual understanding of functions. (KHR)