In her discussion of the range of Technology now used across the mathematics curriculum, Heid (1997) suggested “perhaps the single most important Technological influence on High school and early college mathematics classrooms has been the graphics calculator” (p. 24). This notion according to Heid (1997) is still prevalent today. **Graphing** **calculators** are a personal, user-friendly, and portable Technology (Brown, 1998; Dick, 1996). They are available and inexpensive (Demana & Waits, 1992; Waits & Demana, 2000), able to be accessed at all times, and enable “connections to be made between different representations of mathematical ideas” (Goos, 1998, p. 103). According to Vonder Embse (1992) the **graphing** calculator provides a unique environment in which to connect different representations. “The **graphing** calculator bestows a sense of personal ownership on graphs, and that phenomenon alone can make a tremendous difference in the dynamics of the classroom” (Dick, 1996, p. 33). For these reasons, the use of **graphing** **calculators** can be considered as distinct from the use of other **graphing** Technology.

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Technological advances have changed the way of learning. The financial/**graphing** calculator and spreadsheet software are important determinants of efficient and effective learning in finance courses. The contributions of this research are twofold. First, this paper demonstrates that a popular **graphing** calculator among students can be a very powerful tool to draw the NPV profile and find multiple IRRs. Second, complete and detailed procedures to find the multiple IRRs using different financial **calculators** and spreadsheet software are displayed. Hopefully this paper will assist finance instructors to teach students to better understand and deal with the issue of multiple IRRs.

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Grace's explicit direction on which button to press on the calculator (line 37) maintained Presha's engagement in the task. Examination of her work sheet indicates that Presha did not [r]

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With respect to attitudes toward problem solving, students who received the intervention had a better outlook and perception on the problem-solving task compared to those who were taught using the traditional approach. This result supports the findings obtained by Szetela and Super (1987) and Dibble (2013) who reported that students had a better attitude toward problem solving when using the **graphing** calculator. This improved attitude stemmed from a variety of reasons. One unique feature in the **graphing** calculator technology is that it allows students to view more than one representation in the split-screen mode. This multiple representation of linear equations was in the form of graphical, tabular, and computation modes. The representation can be dynamically linked so that any changes made will result in changes to each representation. Students have more time to think about the problem without worrying about long algebraic procedures. **Graphing** **calculators** allow multiple representations of a concept and this makes it clearer and easier for students to understand. Thus, it is highly recommended that **graphing** **calculators** be used for a longer period until students become acquainted with the various functions available in the **graphing** calculator.

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You may remove this page for convenience. Only non-graphing calculators are allowed; cell phones must be put away. Once we begin each section of the exam, you cannot leave and return. An[r]

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f) solving real-world problems involving equations and systems of equations. Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutio[r]

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Some instructors, however, believe that **graphing** **calculators** may be deleterious as students may use them without proper understanding, creating a possible avenue for cheating their way through equations (King & Robinson, 2012). They believe that students may arrive at correct answers with the use of **graphing** **calculators**, without truly understanding the solutions behind them (Martin, 2008). Martin (2008) then pointed out that this type of thinking may be obsolete and elitist, and that **graphing** **calculators** may be used help students understand equations, not simply solve them. Cedillo (2001) likened the algebraic code used in **graphing** **calculators** to language, which meant that students must understand the equation and think of solutions before translating it into the language of algebraic code to be inputted in the calculator. This places the **graphing** calculator in the position of translator, instead of simply a provider of answers, allowing students to visualize and compare mathematic calculations not just from an algebraic point of view, but also from a graphical or visual one (Cedillo, 2001).The dual lens provided by **graphing** **calculators** entails an ever deeper understanding of the mathematic calculations and functions, in conjunction with the expert guidance of a math instructor (Handal, et al., 2011).

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Students are permitted to use four-function, scientific, or **graphing** **calculators** to answer the questions in Section II of the AP Physics C: Mechanics Exam. Students are not allowed to use **calculators** in Section I. Before starting the exam administration, make sure each student has an appropriate calculator, and any student with a **graphing** calculator has a model from the approved list on page 42 of the 2012-13 AP Coordinator’s Manual. See pages 39–42 of the 2012-13 AP Coordinator’s Manual for more information. If a student does not have an appropriate calculator or has a **graphing** calculator not on the approved list, you may provide one from your supply. If the student does not want to use the calculator you provide or does not want to use a calculator at all, he or she must hand copy, date, and sign the release statement on page 40 of the 2012-13 AP Coordinator’s Manual.

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Some graphing calculators have a built-in symbolic differentiation routine that will find an algebraic formula for the derivative, and then evaluate this formula at indicated values o[r]

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To turn off a highlighted Stat Plot in the Y= editor, use the ~|}Ü keys to place the cursor on the highlighted Stat Plot and then press Õ. The same process is used to rehighlight the Stat Plot in order to graph it at a later time. When **graphing** parametric equations, Stat Plots that are turned on when you don’t really want them to be graphed cause problems. The most common problem is the ERR: INVALID DIM error message. This error message gives you little insight into what is causing the problem. So if you aren’t planning to graph a Stat Plot along with your paramet- ric equations, please make sure all Stat Plots are turned off. 2. Press yq to access the Format menu.

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the exemplar(s) with the set of highest frequency of attribute values in the category or with the highest correlation with other exemplars in the category (Barsalou, 1992). Prototypes are the examples that are acquired ﬁrst and are usually the examples that have the longest list of attributes: the critical attributes of the category and the self-attributes (non-critical attributes) of the exemplar (Schwarz & Hershkowitz, 1999). Prototypes are used as a reference point for judging membership of the category: an exemplar is judged to be a member of a category if there is a good match between its attributes and those of the category prototype (Barsalou, 2008; Eysenck & Keane, 2000). When asked for a prototype of a category, it is expected that a person will not use a deﬁnition of prototype but will use a general idea about what prototypes are: namely, the most central exemplar(s) of a category from his/her personal perspective. As a consequence, when dealing with a category, the prototypes are the ﬁrst examples that come to one’s mind and are the natural examples that are used without any explanation. Examples in the domain of **graphing** formulas include prototypical formulas like y = x 2 and y = x 3 , with their

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After setting up your graph with the appropriate axes and gridlines (to simulate graph paper), you need to add a Line of Best Fit (or Best Fit Line). For now, you will need to add a bes[r]

Many teachers said they did not use **calculators** in the classroom because they felt pressured by the format of the national numeracy tests at Levels 1 and 2. They felt that because learners were not allowed to use **calculators** in the tests, it was more relevant to develop ‘pen and paper’ calculation skills and to ensure that learners were familiar with written algorithms.

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The procedure of DFT computation on CASIO **calculators** like fx 991ES PLUS Natural V.P.A./M., can be summarized as follows. Use of equation (12) or (14) can facilitates to write an equation in calculator syntax for the discrete sequence x(n)={2, 1, -3, 4}. The computation is done in a bit interactive manner as presented in Table 1 below. In Bold and Italic, are the calculator key presses required right from the basic equation and the components of the results are in normal text.

You are allowed calculators, but you should only use these to check your work not to perform your work.[r]

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Real numbers are something which are associated with the practical life. This number system is one dimensional. Situations arise when the real numbers fail to provide a solution. Perhaps the Italian mathematician Gerolamo Cardano is the first known mathematician who pointed out the necessity of imaginary and complex numbers. Complex numbers are now a vital part of sciences and are used in various branches of engineering, technology, electromagnetism, quantum theory, chaos theory etc. A complex number constitutes a real number along with an imaginary number that lies on the quadrature axis and gives an additional dimension to the number system. Therefore any computation based on complex numbers, is usually complex because both the real and imaginary parts of the number are to be simultaneously dealt with. Modern scientific **calculators** are capable of performing on a wide range of functions on complex numbers in their COMP and CMPLX modes with an equal ease as with the real numbers. In this work, the use of scientific **calculators** (Casio brand) for efficient determination of complex roots of various types of equations is discussed.

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19 For the straight line approximation to the magnitude portion of a Bode plot shown below, the best estimate of the corresponding transfer function is... Problems 21 –25 refer to the fo[r]

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– Telephone switching exchanges, digital voltmeters, digital counters, electronic calculators, and digital displays.... Digital Computers and Digital Systems.[r]

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If the initial motivation to become a calendrical calculator is not social, then it might be intrinsic to the object of study or the person. In speculating what might lead someone to become a calendrical calculator, one may consider what may attract them to study the calendar. Although the calendar is a fascinating product of human science and religion, no previous report describes a calendrical calculator as being interested in the history of the calendar. Indeed questioning our sample of 10 **calculators** revealed only one who knew about the origins of the calendar. Nor do they show interest in astronomy. This would be relevant as astronomers sometimes use Julian day numbers (the number of days since noon at Greenwich on January 1 st 4713 B.C.) for observations and finding the day of the week from a given Julian date is straightforward (Duffett-Smith, 1981).

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