1. A Study of Studies Graphing calculators By Suzanne Gibbons

2. Does the introduction of the Graphics Calculator into System-Wide Examinations Lead to Changing the Types of Mathematical Skills Tested? By Brown Access Easy translation between symbolic, numeric, and graphical representations Test questions Higher level questioning

3. Building a Versatile Understanding of Algebraic Variables with a Graphic Calculator by Graham & Thomas The concept of a variable is fundamental to algebra. Arithmetic process-oriented thinking to algebraic thinking Graphing calculator benefits representations of a function stores and retrieve numbers observing inputs and outputs. This study Student understanding

4. Creating Meaning for and with the Graphing Calculator by Doerr & Zangor NCTM recommendation Discovery learning Roles of the teacher Limitations Teachers’ influence Mathematical authorities Five patterns of graphing calculator use

5. The Effects of Using Graphing Calculators to Enhance College Students’ Performance in Pre-Calculus by Quesada & Maxwell Graphing calculator vs. scientific calculator Explanations due to the methods of the research Student Motivation Checking results

6. Graphing Calculators in a “Hybrid” Algebra II Classroom by Slavit Uses of graphing calculators Changes in the nature of mathematics in the classroom Types of questions asked Multiple-representations Discourse

7. Filling in the Gaps: Modeling Incomplete CBL Data Using a Graphing Calculator by Swingle & Pachnowski Real-world data Using a CBL Taking advantage of learning opportunities when data is not completely collected A cross-curricular opportunity Occupations that involve mathematics Using this technology the students in this lesson had a better understanding of the connections between physics, mathematics, and programming.

8. Outcomes and Implications of Students’ use of Graphics Calculators in the Public Examination of Calculus by Forster & Mueller The value of graphing calculators. Learning how to use the calculator Girls vs. Boys and assessment results

9. The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students’ Understanding of Function by Hollar & Norwood The concept of a function Real-world data Interpreting and translating Computational ability

10. Preservice Teachers’ Emerging TPACK in Technology-Rich Methods Class by Ozgun-Koca, Meagher, & Edwards Enhancing students’ conceptual and procedural knowledge Skepticism of using technology Fitting together technology, content, and pedagogy

11. Symbolic Calculators in Mathematics Lessons-The Case of Calculus by Weignad & Bichler Inquiry based learning Increase of understanding Closing the achievement gap Limitations

12. Best Practices Use the calculator often Allow time Be open to change Focus on concepts and higher ordered thinking

13. References Brown, R. G. (2010). Does the introduction of the graphics calculator into system-wide examinations lead to change in the types of mathematical skills tested? Educational Studies in Mathematics, 73(2), 181-203. Retrieved from http://dx.doi.org/10.1007/s10649-009-9220-2 Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143-163. Retrieved from www.csa.com Forster, P. A., & Mueller, U. (2001). Outcomes and implications of students' use of graphics calculators in the public examination of calculus. International Journal of Mathematical Education in Science and Technology, 32(1), 37-52. Retrieved from www.csa.com Graham, A. T., & Thomas, M. O. J. (2000). Building a versatile understanding of algebraic variables with a graphic calculator. Educational Studies in Mathematics, 41(3), 265-282. Retrieved from www.csa.com Hollar, J. C., & Norwood, K. (1999). The effects of a graphing-approach intermediate algebra curriculum on students' understanding of function. Journal for Research in Mathematics Education, 30(2), 220-226. Retrieved from www.csa.com Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20. Retrieved from www.csa.com Quesada, A. R., & Maxwell, M. E. (1994). The effects of using graphing calculators to enhance college students' performance in precalculus. Educational Studies in Mathematics, 27(2), 205-215. Retrieved from www.csa.com Slavit, D. (1996). Graphing calculators in a "hybrid" algebra II classroom. For the Learning of Mathematics, 16(1), 9-14. Retrieved from www.csa.com Swingle, D. A., & Pachnowski, L. M. (2003). Filling in the gaps: Modelling incomplete CBL data using a graphing calculator. International Journal of Mathematical Education in Science and Technology, 34(3), 361-370. Retrieved from www.csa.com Weignad, H.G.,& Bichler, E. (2009), Symbolic calculators in mathematics lessons – the case of calculus. International Journal for Technology, 17(1), 3-15. Retrieved from www.technologyinmatheducation.com