Students who learn mathematics with CAS calculators are likely to develop new practices for doing and recording mathematics. Students discussed in this paper were able to use CAS calculators in examinations, making their own decisions about what to document as written records for solutions to problems. A comparison of some features of written…

More than two decades of research and experience supports the idea that computer and calculator technologies can have an important role to play in supporting and effecting student learning (Heid, 1988; Kaput, 1992; Kutzler, 1996; Papert, 1980; Waits and Demana, 1999). The development of Classroom Communication Systems (CCSs) is providing new…

New models of graphing calculators arrive on a regular basis. Texas Instruments alone introduced 8 models in a 10 year period. At many schools it is impractical or impossible to have every student use the same model and often different brands as well as different models are used in the same classroom. This situation brings about both advantages…

This paper explores questions about linear relationships through the use of pattern. Participants in the session generated and extended patterns and used calculators to investigate the relationships. Examples from current Texas Instruments (TI) books and U.S. textbook series, plus examples from proposed TI materials are shared. These activities…

Graphing calculators present a challenging task for mathematics teachers in the classroom. This digest offers four distinct methods for using graphing calculators in mathematics classrooms, including: (1) tools for expediency; (2) amplifiers for conceptual understanding; (3) catalysts for critical thinking; and (4) vehicles for integration.…

The purpose of this study was to determine teachers' views of learning algebra and to investigate if any relationship exists between their views of learning algebra and the ways that they use graphing calculators in their algebra classes. The 48 algebra teachers who participated in the study were from Allen, Putnam, and Van Wert counties in…

This paper discusses TI-89 and TI-92 graphing calculators as a tool for teaching mathematics. How this technology is likely to affect the teaching of mathematics and the role of technology in general is described. Discussion begins with a comparison of two areas, mathematics and moving/transportation, from a technological aspect, and focuses on…

Describes how the introduction of the TI-92 transformed a traditional first semester linear algebra course into a matrix-oriented course that emphasized conceptual understanding, relevant applications, and numerical issues. Indicates an increase in students' overall performance as they found the calculator very useful, believed it helped them…

The values of a polynomial with integer coefficients can be computed using a graphing calculator, but it is impossible to see the formula itself. Suggests finding this formula from numerical data and describes the unusual way to solve this problem with one calculation only. (Author/NB)

Uses cryptography to demonstrate the importance of algebra and the use of technology as an effective real application of mathematics. Explains simple encoding and decoding of messages for student learning of modular arithmetic. This elementary encounter with cryptography along with its historical and modern background serves to motivate student…

What initially appears to be a standard maximum-minimum problem presents, with a particular independent variable, a wealth of calculus and algebraic subplots. Uses graphing calculator technology to reinforce the "pencil and paper" solution and open the problem to lower level mathematics courses. (Author/NB)

Laboratory activities for chemistry students focus attention on the use of acid-base chemistry to examine environmental conditions. After using standard laboratory procedures to analyze soil and rainwater samples, students use web-based resources to interpret their findings. Uses CBL probes and graphing calculators to gather and analyze data and…

Uses vectors and programming with graphing calculators to analyze a ride in an amusement park (the "Scrambler") that has three long arms that revolve horizontally around a central post, at the end of which hang seats revolving in circles. (ASK)

Introduces a Vygotskian approach to learning with an emphasis on mediated activity within a particular socio-historical context. Addresses the relationship between mathematical learner and different sign systems (multiple representations) afforded by the graphic calculator. Contains 32 references. (ASK)

Considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester-long college algebra course. Argues that technology use has had a positive impact on various dimensions of student learning. (Author/CCM)