At 08:46 PM 7/26/97 -0400, you wrote: >Adolfo, > >Read your posting this morning but don't have the time to write a >lengthy response. I've been using graphing calculators in class for the >past several years. I find them helpful in exploring limits, in >graphing the more interesting functions one can look at with a graphing >calculator, in finding extreme points, and - especially - finding the >values of definite integrals. > >Graphing calculators have made it possible for beginning calculus >students to go far beyond the polynomial functions that made up a huge >portion of first semester calculus in the past. > >I do "expect" all my students to take the AP exam; it's part of the >course. I have paid the fee out of my own pocket for the occasional >student in financial straits. I have only had three students out of >nearly 300 in 10 years of teaching calculus AP convince me that there >was no reason for them to take the test because of the college they were >planning to attend. Two of them subsequently transferred and regretted >not taking the test. > >I use the Finney, Thomas, Demana & Waits text published by >Addison-Wesley because of the large number of problems with an >engineering and science basis. This text also incorporates graphing >calculators throughout, although I have found that the students tend to >get "lost" in pursuing many of the "Explorations". This may be more my >lack of experience in clearly defining my expectations in setting up >these activities than fundamental flaws in the authors' writing. > >I teach at an inner city magnet school in Fresno, CA. We have about 80 >students each year take AB calculus and 25 take my BC course. > >Brad Huff >firstname.lastname@example.org > >Thank you very much for your answer, I think it will help me a lot. I could not respond earlier because my system was down for month. My computer also broke down but now everything is Ok.