The purpose of this study was to investigate students developing understanding of concepts related to rate of change. Twenty students first participated in a rate of change curriculum unit as part of an after school math and technology program. During the unit, students used motion detectors and related graphing software to create and analyze…

This paper describes how the TI-92+ calculator can be valuable in illustrating basic and advanced programming concepts in introductory computer science courses. Descriptions of the scope of the curricula for the courses in which the TI-92+ is used are provided. The TI-92+ programming language is particularly useful in demonstrating the progression…

Presents a workshop on graphing technology that targeted a diverse group of students from elementary and secondary grades. Includes an activity on exploring the relative rates of heating and sections on reading the graphs, practicing with sensors, and plotting 3-D graphs. (YDS)

Describes the successful use of a computer algebra system (CAS) with a student as he worked on a problem involving functions far more difficult than he had previously encountered. (Author/NB)

Guides students through the process of designing a window. Allows them to use technology and a variety of representations while maximizing and minimizing the dimensions based on cost and light. Includes activity sheets. (Author/NB)

Investigates gender-related effects on the Western Australian Calculus Tertiary Entrance Examinations for the period 1995-2000, three years before and three years after graphics calculators were introduced. Considers students' total examination scores, scores on questions grouped by curriculum components, and students' use of graphics calculators…

Discusses the use of graphing calculators for polar and parametric equations. Presents eight lines of the program for the graph of a parametric equation and 11 lines of the program for a graph of a polar equation. Illustrates the application of the programs for planetary motion and free-fall motion. (YP)

The Core-Plus Mathematics Project (CPMP) is a four-year program emphasizing mathematical modeling, featuring full use of graphing calculators, building on the theme of mathematics as sense-making, and involving investigations of real-life contexts that lead to reinventing important mathematics. (MKR)

Discusses the rationale and a method for the instructional use of graphing calculators as an intermediary step between the intuitive notion of the concept of a limit and its formal epsilon-delta definition. (JJK)

Discusses areas where teachers may harbor mistaken assumptions about their students' understanding when using graphing calculators: (1) confidence and competence with order of operations, (2) integration of algebraic and graphical knowledge, and (3) scaling a graph. (MKR)

Challenges mathematics instructors to use graphing calculator technology in courses designed for non-mathematics majors and offers three types of open-ended problems that can be integrated into a basic skills mathematics curriculum: simultaneous equations, distance problems, and proportions using real data. (MKR)

Presents an overview and discussion of some results of research on the use of graphing calculators organized into the following categories: (1) achievement studies, (2) conceptual understanding, (3) problem solving, (4) classroom dynamics, and (5) future research needed. (29 references) (MKR)

The hand-held graphing calculator allows high school mathematics students to graph complex equations that would otherwise take hours of tedious work. This article presents high school mathematics teachers' opinions on its use in lower and upper level math courses. (SM)

Reports that as the number of students required to complete developmental mathematics courses increase, faculty turn to the American Mathematical Association of Two-Year Colleges (AMATYC) standards as guidelines for better instructional methods. Describes the necessity for educators to decide how graphing calculators can be used most effectively…

Describes approaches taken with concepts associated with exponential functions by using graphing calculators to provide students with concrete meaning for the sometimes abstract concepts involved and to link students' learning with their existing knowledge. (ASK)