Integrate TI graphing calculator technology into math instruction. Includes lessons, problem-solving practice, and step-by-step instructions.

Maximize student use of TI-Nspire technology while processing and learning geometry concepts. The lessons delve into the five environments of TI-Nspire including calculator, graphs and geometry, lists and spreadsheets, notes, and data analysis. Problem-solving practice, and step-by-step instructions are included. This resource is correlated to the Common Core State Standards, is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills, and supports core concepts of STEM instruction. 224pp.

Maximize student use of the TI-Nspire while processing and learning algebraic concepts with lessons that delve into the five environments of the TI-Nspire including: calculator, graphs and geometry, lists and spreadsheets, notes, and data analysis. Also included are practice pages to prepare students for testing situations that allow the use graphing calculators or handhelds as well as student guides on the Teacher Resource CD file to support English language learners.

Maximize student use of the TI-Nspire while processing and learning algebraic concepts with this resource. Lessons provided delve into the five environments of the TI-Nspire including calculator, graphs and geometry, lists and spreadsheets, notes, and data analysis.

The updated guide to the newest graphing calculator from Texas Instruments The TI-Nspire graphing calculator is popular among high school and college students as a valuable tool for calculus, AP calculus, and college-level algebra courses. Its use is allowed on the major college entrance exams. This book is a nuts-and-bolts guide to working with the TI-Nspire, providing everything you need to get up and running and helping you get the most out of this high-powered math tool. Texas Instruments’ TI-Nspire graphing calculator is perfect for high school and college students in advanced algebra and calculus classes as well as students taking the SAT, PSAT, and ACT exams This fully updated guide covers all enhancements to the TI-Nspire, including the touchpad and the updated software that can be purchased along with the device Shows how to get maximum value from this versatile math tool With updated screenshots and examples, TI-Nspire For Dummies provides practical, hands-on instruction to help students make the most of this revolutionary graphing calculator.

This monograph reports on an analysis of a small part of the mathematics curriculum, the definitions given to quadrilaterals. This kind of research, which we call micro-curricular analysis, is often undertaken by those who create curriculum, but it is not usually done systematically and it is rarely published. Many terms in mathematics education can be found to have different definitions in mathematics books. Among these are “natural number,” “parallel lines” and “congruent triangles,” “trapezoid” and “isosceles trapezoid,” the formal definitions of the trigonometric functions and absolute value, and implicit definitions of the arithmetic operations addition, subtraction, multiplication, and division. Yet many teachers and students do not realize there is a choice of definitions for mathematical terms. And even those who realize there is a choice may not know who decides which definition of any mathematical term is better, and under what criteria. Finally, rarely are the mathematical implications of various choices discussed. As a result, many students misuse and otherwise do not understand the role of definition in mathematics. We have chosen in this monograph to examine a bit of mathematics for its definitions: the quadrilaterals. We do so because there is some disagreement in the definitions and, consequently, in the ways in which quadrilaterals are classified and relate to each other. The issues underlying these differences have engaged students, teachers, mathematics educators, and mathematicians. There have been several articles and a number of essays on the definitions and classification of quadrilaterals. But primarily we chose this specific area of definition in mathematics because it demonstrates how broad mathematical issues revolving around definitions become reflected in curricular materials. While we were undertaking this research, we found that the area of quadrilaterals supplied grist for broader and richer discussions than we had first anticipated. The intended audience includes curriculum developers, researchers, teachers, teacher trainers, and anyone interested in language and its use.