Discusses the importance of calculators in the teaching and learning of mathematics. Argues that affordable graphing calculators let all mathematics students use computer visualization on a regular basis for both in-class and out-of-class activities. (ASK)

Beginning with a construction problem admitting a classical solution, the authors provide other solutions based on algorithmic estimation and transformational geometry. The latter methods are generalized to suggest solutions to other problems; hints to these solutions are provided. Teacher-student discussion could lead in many directions. (SD)

A method for approximating the nth root of any positive number that requires only a four-function calculator with a square-root key and repeat multiplication capability is given. (MN)

Argues that before topics are added to or deleted from the traditional mathematics curriculum, it should be determined how technology can be used to teach that content. (PK)

An approach to finding the rational roots of polynomial equations based on computer graphing is given. It integrates graphing with the purely algebraic approach. Either computers or graphing calculators can be used. (MNS)

Argues that the college preparatory curriculum should include more than three years of mathematics. Presents data indicating that 86 percent of students with less than three years of college preparatory mathematics take remedial mathematics and relatively few students are ready to take calculus when they enter the university. (PK)

Illustrated is the use of computer- or calculator-based graphing to deepen students' understanding about solutions to inequalities. Two examples which use a zoom-in procedure are provided. (YP)

Presented are two reasons discouraging computer symbol manipulation systems use in school mathematics at present: cost for computer laboratories or expensive pocket computers; and impracticality of exact solution representations. Although development with this technology in mathematics education advances, graphing calculators are recommended to…

Discussed are the rationale for, and the benefits accrued from, the use of graphing calculators within all aspects of the secondary mathematics curriculum. Examples are included that highlight specific features of graphing calculators. (JJK)

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)

Discussed are assumptions about technology and classroom equipment, teaching methods, getting started, pitfalls, and the role of algebra and calculus. Suggestions are given for implementing the spirit and vision of the standards. (YP)

Discusses solutions to real-world linear particle-motion problems using graphing calculators to simulate the motion and traditional analytic methods of calculus. Applications include (1) changing circular or curvilinear motion into linear motion and (2) linear particle accelerators in physics. (MDH)