Presents a game to capture student interest in probability by giving them an opportunity to explore the idea of various outcomes and the likelihood of the occurrence of one of those outcomes to explain the benefits of using a large sample rather than a small one. (ASK)

Describes four activities that use graphing calculators to model nuclear-decay phenomena. Students ultimately develop a notion about the radioactive waste produced by nuclear fission. These activities are in line with national educational standards and allow for the integration of science and mathematics. Contains 13 references. (Author/WRM)

Extends O'Callaghan's computer-intensive algebra study by using his component competencies and the process-object framework to investigate the effects of a graphing-approach curriculum employing the TI-82 graphing calculator. Concludes that students in the graphing-approach classes demonstrated significantly better understanding of functions on…

Indicates the importance of teaching discrete mathematics. Describes how the use of technology can enhance the teaching and learning of discrete mathematics. Explorations using Excel, Derive, and the TI-92 proved how preservice and inservice teachers experienced a new dimension in problem solving and discovery. (ASK)

Surveys a group of students who enrolled in a first year university mathematics course to study the impacts of graphing calculators on the Western Australian Tertiary Entrance Examination (TEE). Considers the perceptions of students on their use of and preparation to use graphing calculators. (ASK)

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;…