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

pbosley@stratos.net

----------

> From: James Rahn <jrahn@worldnet.att.net>

> To: Multiple recipients of list <ap-calc@ets.org>

> 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

the

> 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

many

> excellent exercises to get the students thinking about what they are

> viewing on their calculator. I find that many of these activities help

the

> students develop an understanding for their calculator. Remember there

are

> onoy four features the students have to know for the AP test. Check the

> Acorn book.

>

> ----------

> > From: Gerald Kost <gjkost@ucdavis.edu>

> > To: Multiple recipients of list <ap-calc@ets.org>

> > 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

will

> > > 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

student

> > > 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

the

> > > class may possess many different approved calculators?

> >

> > At my school, by the time they're ready for calculus, most students

have

> > already had a graphing calculator for one or two years, and have a

pretty

> > 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

what's

> > 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

are

> > bound to insist on using HPs. Regardless of the type of calculator,

most

> > 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

> >