Discusses drawing a Pythagoras diagram in the context of how computer software influences mathematical understanding. Requires different understandings of what the diagram involves in order to be successfully completed in different environments. Suggests that while LOGO is often expected to be easier, a graphic calculator can be less demanding.…

Describes how to teach the coefficient of determination and correlation coefficient. Includes a worksheet for correlation and regression activities. (KHR)

Describes the different ways in which two pioneering Australian teachers adapted their teaching to use computer algebra systems (CAS). One teacher used CAS with the primary goal of increasing understanding but restricted student use. The other teacher adopted CAS as an extra technique for solving standard problems, emphasizing time saving routines…

Describes an activity designed to demonstrate the birthday paradox and introduce students to real-world applications of Monte Carlo-type simulation techniques. Includes a sample TI-83 program and graphical analysis of the birthday problem function. (KHR)

Presents a way of using greeting cards created by graphing calculators to teach the transformation of functions. Illustrates the steps of making a calculator greeting card and students' descriptions of transformations. (KHR)

Presents the "Before Technology and After Technology" lab where students first complete a simple lab and graph the data by hand and then repeat the lab using graphing calculators. Enables students to see how technology can make data collecting, graphing, and analyzing more fun. (JRH)

Presents the Fibonacci sequence in a format that is readily implemented using the table and list features of the Texas Instruments TI-82 graphing calculator or a spreadsheet. Includes questions and investigations that can be explored using these tables and lists. (MKR)

Uses a graphing calculator to show examples of misrepresentations of periodic functions to help increase student interest and explore mathematical relationships. (MKR)

Discusses ways to present mathematics concepts dealing with the ellipse to high school students, particularly by using a graphing calculator. Real-world occurrences of ellipses are considered, and a one-page student worksheet on constructing an ellipse is included. (LRW)

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)