Date: Aug 12, 1998 6:49 PM
Author: Paul Bosley of Shaker Hts., Ohio
Subject: Re: Acquisition of calculator
please elaborate on the Fishbeck book, where to get, etc. thanks
> From: James Rahn <firstname.lastname@example.org>
> To: Multiple recipients of list <email@example.com>
> Subject: Re: Acquistion of calculator
> Date: Tuesday, August 11, 1998 6:20 PM
> I find it amazing that even though the students own their own graphing
> calculator, many of them use it inappropriately. Many of the textbooks
> students have been exposed to do not really help the students become
> investigative with their calculators. This is left up to the teacher.
> Have you checked out Sally Fishbeck's Calculus AP book? This book has
> excellent exercises to get the students thinking about what they are
> viewing on their calculator. I find that many of these activities help
> students develop an understanding for their calculator. Remember there
> onoy four features the students have to know for the AP test. Check the
> Acorn book.
> > From: Gerald Kost <firstname.lastname@example.org>
> > To: Multiple recipients of list <email@example.com>
> > Subject: Re: Acquistion of calculator
> > Date: Tuesday, August 11, 1998 1:55 PM
> > Doug,
> > > I have been away from my HS for the past year. This coming year I
> > > introduce the AP AB to my school.
> > >
> > > I assume in the first class you inform students that an approved
> > > graphics calculator is required to be successful. After this
> > > announcement, from your experience, how long is it before each
> > > has in their grasp said calculator?
> > >
> > > Do you encourage the class to obtain the SAME calculator?
> > >
> > > How do you navigate lessons requiring the graphics calculator when
> > > class may possess many different approved calculators?
> > At my school, by the time they're ready for calculus, most students
> > already had a graphing calculator for one or two years, and have a
> > good understanding of how to use it. It's hard to get everyone to buy
> > the same calculator, because each person has different ideas about
> > best. For example, some might want the functionality of an 89 while
> > others might not be able to pay the extra amount. And some students
> > bound to insist on using HPs. Regardless of the type of calculator,
> > students have enough knowledge about its functionality to follow a
> > presentation on a different type of calculator -- after all, each
> > calculator was designed for the same basic purpose.
> > Hope this helps.
> > Chris Kost
> > Davis High School, CA