Presents a case study of one high school student's experiences in a first-year algebra course. Emphasizes the use of technology and how it changed the mathematics curriculum. (ASK)

Discusses the rationale behind the technique of rationalizing the denominator in algebra. Argues that the importance of this technique is greatly exaggerated and is usually unnecessary. Examines an appropriate application of rationalizing the denominator. (ASK)

Presents an activity to investigate physico-mathematical concepts and provide mathematics arguments that are very close to a proof with the advent and availability of powerful technology. Demonstrates without using calculus how the law of reflection for parabolas is derived from Fermat's principle of least time. (ASK)

Explains how to code and decode messages using Hill ciphers which combine matrix multiplication and modular arithmetic. Discusses how a graphing calculator can facilitate the matrix and modular arithmetic used in the coding and decoding procedures. (ASK)

Presents an activity in which students work in cooperative groups and roll balls down inclined planes, collect data with the help of an electronic motion detector, and represent data with a graphing calculator to explore concepts such as mass, gravity, velocity, and acceleration. (Contains 12 references.) (Author/ASK)

Focuses on the implications of key findings and theoretical positions from social and cognitive developmental psychology of the use of information technology (IT) tools to support learning in algebra. Presents evidence from a small-scale study of graphics calculators in Hong Kong that supports the feasibility of the UK Cognitive Acceleration…

Illustrates how to connect mathematics to real-world problems. Describes the calculator-based laboratory system which collects data from the real world and transfers it to graphing calculators. Presents an activity that emphasizes elliptic integrals. (ASK)

Uses the zooming technology of graphing calculators and certain graphing software to help middle school students extend their understanding of slope to curved graphs. (ASK)

Introduces a project in which students use dynamic geometry software with a TI-92 graphing calculator to study geometric constructions. Concludes that interactive technology can enhance the geometry curriculum and better meet the needs of visual and tactile learners than the traditional approach. (ASK)

Provides evidence of differences in students' ability to solve problems with and without a computer algebra system. Indicates that almost without exception, the TI-92 students were more successful at symbolically solving problems than comparison students. Observes improved performance on all three levels of problems: (1) directive computational;…

Describes a mathematics and science project designed to help students gain some familiarity with constellations and trigonometry by using the TI-83 calculator as a tool. Specific constellations such as the Big Dipper (Plough) and other sets of stars are located using stereographic projection and graphed using scatterplots. (MM)

The electronic medium suitable for mathematics learning and teaching is often designed with a notebook interface provided in a computer algebra system. Such a notebook interface facilitates a workspace for mathematical activities along with an online help system. In this paper, the proposed feature is implemented in the Mathematica's notebook…

This article describes a classroom activity in which a solar eclipse is simulated and a mathematical model is developed to explain the data. Students use manipulative devices and graphing calculators to carry out the experiment and then compare their results to those collected in Koolymilka, Australia, during the 2002 eclipse.

This report summarizes findings on strategies chosen by students (n=38) when solving algebra problems related to various functions with the freedom to use a TI-83 graphing calculator, influences on student problem-solving strategy choices, student ability to approach algebra problems with use of multiple representations, and student beliefs on how…

This paper describes an intervention in two Algebra II classes in which the graphing calculator was incorporated into the curriculum as often as possible. The targeted population consisted of high school students in a growing middle to upper class community located in a suburb of a large city. The problem of a lack of understanding of the…