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Re: Acquisition of calculator
Posted:
Aug 12, 1998 6:49 PM


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 <apcalc@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 <apcalc@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 > >



