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Seiberth, Sarah, Theresa Terstegen, Dorothea Strobach, and David Czock. "Accuracy of freely available online GFR calculators using the CKD-EPI equation." European Journal of Clinical Pharmacology 76, no. 10 (June 19, 2020): 1465–70. http://dx.doi.org/10.1007/s00228-020-02932-x.
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Abstract Purpose Estimated glomerular filtration rate (eGFR) as calculated by the Chronic Kidney Disease Epidemiology Collaboration (CKD-EPI) equation is used for detection of chronic kidney disease and drug dose adjustment. The purpose of the present study was to investigate the accuracy of freely available eGFR online calculators. Methods All identified CKD-EPI online calculators were run with five reference cases differing in age, sex, serum creatinine, and ethnicity. Conversion from eGFRindexed (unit ml/min per 1.73 m2) to eGFRnon-indexed (unit ml/min) and creatinine unit from milligramme/decilitre to micromole/litre was checked, if available. Results Only 36 of 47 calculators (76.6%) produced accurate eGFR results for all reference cases. Eight of 47 (17.0%) calculators were considered as faulty because of errors relating to ethnicity (4 calculators), to conversion of the eGFR unit (2 calculators), to erroneous eGFR values without obvious explanation (2 calculators), to conversion of the creatinine unit (1 calculator), and to an error in the eGFR unit displayed (1 calculator). Overall, 28 errors were found (range 59 to 147% of the correct eGFR value), the majority concerning calculation of eGFRindexed and the conversion to eGFRnon-indexed. Only 7 of 47 (14.9%) calculators offered conversion of the eGFR unit. Conclusions Erroneous calculations that might lead to inappropriate clinical decision-making were found in 8 of 47 calculators. Thus, online calculators should be evaluated more thoroughly after implementation. Conversion of eGFR units that might be needed for drug dose adjustments should be implemented more often.
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Stern, M. D. "69.33 Calculations before Calculators." Mathematical Gazette 69, no. 450 (December 1985): 280. http://dx.doi.org/10.2307/3617573.
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Gay, Susan, and Sharon Stenglein. "Projects." Mathematics Teacher 89, no. 4 (April 1996): 362a—364. http://dx.doi.org/10.5951/mt.89.4.362a.
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Graphing calculators are still not widely used in some classrooms, and classroom sets of graphing calculators are still far from common in many schools. As everyone who has taught a class of students working with graphing calculators can testify, this powerful technology is a significant aid to students' learning. One alternative to the classroom set has been the overhead graphing calculator used for demonstrations. With support for training and donations of overhead graphing calculators. the Oklahoma Graphing Calculator Project, over several phases, has made these calculators available in the classrooms in Oklahoma schools.
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Byrkit, Donald R. "Arithmetricks." Mathematics Teacher 81, no. 2 (February 1988): 101–7. http://dx.doi.org/10.5951/mt.81.2.0101.
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Sometimes, in my classes at the university, I ask, “Now what is half of this number?” Almost invariably ten or fifteen students will reach for their calculators; almost equally likely is that several of them will get the wrong answer! Calculators have taken their rightful place in nearly every mathematics classroom in colleges and high schools across the country, yet in the process many students seem no longer to know how to perform simple calculations reasonably and accurately without a calculator. What is even more disturbing is the fact that they often are unable to discern when the answer provided by the calculator is incorrect
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Harvey, John G. "Teaching Mathematics With Technology: Using Calculators in Mathematics Changes Testing." Arithmetic Teacher 38, no. 7 (March 1991): 52–54. http://dx.doi.org/10.5951/at.38.7.0052.
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No matter the level at which we teach mathematics, we are being asked to incorporate calculators into our instruction, to teach students both calculator facility and effective ways of using calculators, and to encourage and expect those students to use calculators appropriately. As early as 1975, just three years after the introduction of Texas Instruments's Data Math calculator, the National Advisory Committee on Mathematical Education (NACOME) urged that calculators be used in mathematics instruction (NACOME 1975, 40–43). Five years later the National Council of Teachers of Mathematics recommended that “mathematics programs [should] take full advantage of calculators … at all grade levels” (NCTM 1980, 1).
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Kummer, Benjamin, Lubaina Shakir, Rachel Kwon, Joseph Habboushe, and Nathalie Jetté. "Usage Patterns of Web-Based Stroke Calculators in Clinical Decision Support: Retrospective Analysis." JMIR Medical Informatics 9, no. 8 (August 2, 2021): e28266. http://dx.doi.org/10.2196/28266.
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Background Clinical scores are frequently used in the diagnosis and management of stroke. While medical calculators are increasingly important support tools for clinical decisions, the uptake and use of common medical calculators for stroke remain poorly characterized. Objective We aimed to describe use patterns in frequently used stroke-related medical calculators for clinical decisions from a web-based support system. Methods We conducted a retrospective study of calculators from MDCalc, a web-based and mobile app–based medical calculator platform based in the United States. We analyzed metadata tags from MDCalc’s calculator use data to identify all calculators related to stroke. Using relative page views as a measure of calculator use, we determined the 5 most frequently used stroke-related calculators between January 2016 and December 2018. For all 5 calculators, we determined cumulative and quarterly use, mode of access (eg, app or web browser), and both US and international distributions of use. We compared cumulative use in the 2016-2018 period with use from January 2011 to December 2015. Results Over the study period, we identified 454 MDCalc calculators, of which 48 (10.6%) were related to stroke. Of these, the 5 most frequently used calculators were the CHA2DS2-VASc score for atrial fibrillation stroke risk calculator (5.5% of total and 32% of stroke-related page views), the Mean Arterial Pressure calculator (2.4% of total and 14.0% of stroke-related page views), the HAS-BLED score for major bleeding risk (1.9% of total and 11.4% of stroke-related page views), the National Institutes of Health Stroke Scale (NIHSS) score calculator (1.7% of total and 10.1% of stroke-related page views), and the CHADS2 score for atrial fibrillation stroke risk calculator (1.4% of total and 8.1% of stroke-related page views). Web browser was the most common mode of access, accounting for 82.7%-91.2% of individual stroke calculator page views. Access originated most frequently from the most populated regions within the United States. Internationally, use originated mostly from English-language countries. The NIHSS score calculator demonstrated the greatest increase in page views (238.1% increase) between the first and last quarters of the study period. Conclusions The most frequently used stroke calculators were the CHA2DS2-VASc, Mean Arterial Pressure, HAS-BLED, NIHSS, and CHADS2. These were mainly accessed by web browser, from English-speaking countries, and from highly populated areas. Further studies should investigate barriers to stroke calculator adoption and the effect of calculator use on the application of best practices in cerebrovascular disease.
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Gilliland, Kay. "Families Ask: Calculators in the Classroom." Mathematics Teaching in the Middle School 8, no. 3 (November 2002): 150–51. http://dx.doi.org/10.5951/mtms.8.3.0150.
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Middle school teachers often hear similar questions about calculators: “Should I allow my child to have a calculator?” “Are calculators just a crutch?” “Is using a calculator for homework acceptable?”
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Kang, JooSuk, Gooyeon Kim, and MiHyun Jeon. "Mathematics Teachers’ Beliefs about Graphing Calculator Use in Mathematics Classrooms." Korean School Mathematics Society 20, no. 4 (December 31, 2017): 537–60. http://dx.doi.org/10.30807/ksms.2017.20.4.010.
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This study aims to investigate secondary mathematics teachers’ beliefs about graphing calculator use in mathematics classrooms. For the purpose, we adopted a research instrument that was developed by Brown et. al(2007) and surveyed 32 mathematics teachers about their beliefs about graphing calculator use and teaching practice with calculators in their mathematics instruction. The data analysis suggested that the teachers rarely used calculators in their instruction and they have not had opportunities to use calculators in learning and teaching mathematics. Also, results suggested that the many teachers showed “Crutch beliefs”about the use of calculators in mathematics instruction.
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Thompson, Anthony D., and Stephen L. Sproule. "Deciding When to Use Calculators." Mathematics Teaching in the Middle School 6, no. 2 (October 2000): 126–29. http://dx.doi.org/10.5951/mtms.6.2.0126.
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The influence of technology, particularly the calculator, in the middle school classroom has become a compelling issue for both practicing and prospective teachers. The National Council of Teachers of Mathematics (1989) encourages the use of calculators in the middle grades, but teachers face a number of difficulties when they introduce calculators in their classrooms. In our work with both prospective and practicing teachers, we frequently hear the same concerns, particularly from middle school teachers, about incorporating calculators into the curriculum. These teachers ask, “When should I use calculators?” and “What should students know before I allow them to use calculators?” In particular, teachers want to be able to justify their answers to these questions to other teachers and parents who might be concerned about including calculator use in the middle school curriculum. The larger question that teachers often ask is “On what basis do I make the decision to use calculators with my students?”
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Hannick, Francis T. "Using the Memory Functions on Hand-held Calculators." Arithmetic Teacher 33, no. 3 (November 1985): 48–49. http://dx.doi.org/10.5951/at.33.3.0048.
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Most inexpensive hand-held calculators on the market today have some memory functions, such as add to, subtract from, recall, and clear. Unfortunately, too few calculator users are familiar with the use of the e memory functions and, as a result, the opportunity to incorporate these calculator features into the elementary school mathematics curriculum is often overlooked. In the spirit of the recommendation in NCTM's Agenda for Action (1980) concerning the use of calculators in the classroom, this article demonstrates rhe use of the memory function by pre enting three activities that are appropriate for use in the middle grades (4–8). These activities are of interest to childrens, and their efllcient solution s are grea tly enhanced by the hand-held calculator's memory functions. (The constant arithmetic feature of the calculator is also required.) The calculator used in each activity is the Texas Instruments TI-1766. The particular memory key that will be di scussed are the AC, M+, and MR keys, which clear the memory and the di splay, add to the memory, and display (recall from) the memory, respectively. The use of the activities with other similar models may require minor modification.
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Wyatt, Andrew C., Xiaohe Xu, Colton Daniels, Thankam Sunil, Melissa Grance, Niraja Bohidar, Caitlin G. Batzlaff, et al. "68. Comparison of Cardiovascular Risk Assessment Calculators in the US Military HIV Natural History Study." Open Forum Infectious Diseases 8, Supplement_1 (November 1, 2021): S45—S46. http://dx.doi.org/10.1093/ofid/ofab466.068.
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Abstract Background People living with HIV (PLHIV) have increased risk of cardiovascular disease (CVD), however CVD risk assessment can be challenging as HIV-related factors are not included in most calculators. We compared CVD risk calculators in US Military HIV Natural History Study (NHS) participants. Methods The NHS database was screened for participants enrolled between 2009-2019 who were ≥ 40 years of age with no previous history of CVD or statin use. Of the 399 participants meeting criteria, 385 (96.5%) had available data to assess 3 CVD risk calculators: Atherosclerotic CVD risk calculator (ASCVD), Framingham Risk Calculator (FRC), and the Data Collection on Adverse Effects of Anti-HIV Drugs Study (DAD) risk calculator. Risk calculators were applied cross-sectionally at the first available time point at or after age 40 years and calculators were compared using a Wilcoxon signed rank test. Demographic and HIV-related characteristics were analyzed as independent variables. Results Participants were predominantly male (91.1%), mostly White (49.6%) or Black/African American (44.7%), and commonly had a history of tobacco use (38.9%). The mean age at HIV diagnosis and at CVD risk calculation was 33 and 41.8 years, respectively (Table 1). Overall, there was significant variability between calculators with mean scores of 3.66%, 2.50% and 1.38% for ASCVD, FRC, and DAD, respectively for all pairwise comparisons (p< 0.001; Table 2). When assessing those with CVD risk ≥ 7.5%, a clinically relevant threshold, the proportion of individuals with risk ≥ 7.5% varied for the ASCVD (10.4%), FRC (7.5%), and DAD (< 0.8%) calculators. Associations or trends toward higher CVD risk was observed among the various calculators for race/ethnicity and both age < 30 years and CD4 ≤ 350 cells/uL at HIV diagnosis (Table 2). Conclusion Since significant variability among CVD risk calculators was observed in the NHS cohort, it may be challenging to apply overall CVD risk calculators in a clinically relevant manner. HIV-related factors, such as duration of HIV infection and CD4 nadir, are not accounted for in CVD calculators and may be indicators of increased CVD risk. Future studies are warranted in order to determine the optimal clinical use of CVD risk calculators for PLHIV. Disclosures All Authors: No reported disclosures
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Sosianika, Adila, Euis Sartika, and Fatya Alty Amalia. "THE ROLE OF SCIENTIFIC CALCULATORS IN IMPROVING STATISTICS LEARNING." Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika 4, no. 2 (August 30, 2023): 764–75. http://dx.doi.org/10.46306/lb.v4i2.282.
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In its development, Business Statistics has used several types of technology to facilitate the learning process for students, such as statistical software, spreadsheets, calculators, multimedia materials, and data repositories. The calculator includes computer technology with a simple version but allows students to experience an active learning process. Thus, the calculator media was chosen as the main learning media in business statistics courses, including in evaluating student abilities. Therefore, this study aims to determine the effectiveness of using calculators in Business Statistics courses. The research was conducted using a mix method, namely qualitative (questionnaire) and quantitative (experimental). The results showed that there was an increase in the average value of Simple Linear Regression for groups of students who used statistical applications on calculators compared to groups who did not use calculators. Based on the results of the questionnaire and suggestions, it was found that 87.7% of students considered it easy to understand the Business Statistics application questions, when using the statistical application on a calculator. Suggestions made by students were the availability of guidelines for using statistical calculator applications for practice, and the availability of calculators in the research laboratory that students could use for practice
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Hove, Netsai, and Emmanuel Chinamasa. "CALCULATOR PREVALENCE IN MATHEMATICS CLASSROOMS: CASE OF EKUDIBENG CIRCUIT IN SOUTH AFRICA." International Journal of Education Humanities and Social Science 06, no. 01 (2023): 36–54. http://dx.doi.org/10.54922/ijehss.2023.0471.
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This study influenced by the Technology adoption theory, explored the prevalence of calculators in Ekudibeng circuit mathematics classrooms in South Africa. Pragmatism guided assessment of technology adoption by allowing application of both quantitative and qualitative data analysis to portray reality. A sequential design of document analysis, a survey, lesson observations, focus group discussions and in-depth interviews was used. Empirical data was collected from a purposive sample of 154 participants, composed of 41 teachers of mathematics and 113 learners from grade 8 to 12 in Ekurhuleni South district secondary schools. A sample of 26 teachers’ schemes and mathematics school syllabuses was analysed. The study found (71%) prevalence for calculator use in both public and private schools mathematics classrooms. A hypothesis test at 5% level of significance confirmed an association between gender and calculator use preference. Although all teachers reported willing to use the calculator, 54 (35%) reported, not possessing a personal calculator. Study found five calculator models in use. The majority used the SHARP model. National examinations disallowed the graphic FX-CG50 because of its perceived complexity. Calculators were used for computation of ( r2) regression coefficient correlation and evaluation for logarithms and trigonometry ratios for transformation functions such f(x) = 2Sin θ. Factors retarding calculator adoption include; lack of financial resources for high density public school learners, limited teacher commitment for calculator use and low teacher technical knowhow of using calculator for instruction.. National examinations not emphasising use of calculators, mathematics text books do not show how calculators can be used for instruction. Study recommends use of a single calculator model as a district policy. Authoring of a teachers’ handbook for the use of calculators for instruction is called for. Mathematics teachers’ staff development workshop on the application of calculators is long overdue.
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COLLINS, LINDA BRANT, and KATHLEEN CAGE MITTAG. "EFFECT OF CALCULATOR TECHNOLOGY ON STUDENT ACHIEVEMENT IN AN INTRODUCTORY STATISTICS COURSE." STATISTICS EDUCATION RESEARCH JOURNAL 4, no. 1 (May 29, 2005): 7–15. http://dx.doi.org/10.52041/serj.v4i1.522.
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We report on a study of the relationship between calculator technology and student learning in two introductory statistics class sections taught by the same instructor at the University of Texas at San Antonio. At the introduction of hypothesis testing and confidence intervals, one class section (A) was given graphing calculators capable of inferential statistics to use for a few weeks. At the same time, the other class section (B) was given non-inferential graphing calculators. Data were collected on all test grades and daily quiz grades for both class sections. The students were allowed to use the inferential calculators on only the examination covering hypothesis tests and confidence intervals and on the final examination. Both sections received the same tests. We found that although use of the calculator with inferential capabilities is associated with improved scores on the inferential examination, the improvement is not significant once we adjust for performance on previous tests. Still, we note that on final examination questions specifically utilizing the calculator inference functions, the two classes perform similarly. In fact, both classes had trouble with “calculations” while at the same time answering “concept” questions fairly well. The inferential calculator did not appear to give students any clear advantage or disadvantage in their performance on examinations.
First published May 2005 at Statistics Education Research Journal: Archives
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Chen, Jeng-Hong. "A Note For Graphing Calculators In The Fundamental Finance Course." Contemporary Issues in Education Research (CIER) 4, no. 2 (March 8, 2011): 1. http://dx.doi.org/10.19030/cier.v4i2.4076.
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The financial calculator is incorporated in finance education. In class, the instructor shows students how to use the financial calculators function keys to solve time value of money (TVM) related problems efficiently. The fundamental finance course is required for all majors in the business school. Some students, especially non-accounting/non-finance majors, still want to use their graphing calculators rather than purchase financial calculators to save the cost. In fact, graphing calculators, such as TI-83 Plus and TI-84 Plus, also contain finance functions and many undergraduate students had owned TI-83 Plus or TI-84 Plus before they took the fundamental finance course in the junior year. This note provides a perspective that instructors of the undergraduate fundamental finance course may consider teaching students how to use finance functions of the graphing calculator in addition to teaching students how to use the financial calculator in class.
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Swartzlander, E. "Calculators." IEEE Annals of the History of Computing 17, no. 4 (1995): 4. http://dx.doi.org/10.1109/mahc.1995.477430.
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Swartzlander, E. "Calculators." IEEE Annals of the History of Computing 17, no. 3 (1995): 75–77. http://dx.doi.org/10.1109/85.397063.
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Preston, F. "Calculators." IEEE Annals of the History of Computing 18, no. 4 (1996): 62–64. http://dx.doi.org/10.1109/85.539919.
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Flamm, B. "Calculators." IEEE Annals of the History of Computing 20, no. 3 (1998): 72–73. http://dx.doi.org/10.1109/85.707577.
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Long, Vena M., Susan Gay, and David P. Lawrence. "Projects." Mathematics Teacher 87, no. 4 (April 1994): 267–98. http://dx.doi.org/10.5951/mt.87.4.0267.
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During the workshop, the teachers received training on the operation of Texas Instruments, Casio, and Sharp graphing calculators. Copies of the Quick and Easy series of books for using the calculators were used during the training. These books are authored by David P. Lawrence and distributed by Pencil Point Press. In addition to training on different types of calculators, the workshop participants received a Casio 7000 calculator. The teachers mentioned that the opportunity to become experienced with different types of calculators was a valuable experience that would help them when working with their students.
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Eisner, Gail A. "Applications: Using Algebra in an Accounting Practice." Mathematics Teacher 87, no. 4 (April 1994): 272–76. http://dx.doi.org/10.5951/mt.87.4.0272.
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During the workshop, the teachers received training on the operation of Texas Instruments, Casio, and Sharp graphing calculators. Copies of the Quick and Easy series of books for using the calculators were used during the training. These books are authored by David P. Lawrence and distributed by Pencil Point Press. In addition to training on different types of calculators, the workshop participants received a Casio 7000 calculator. The teachers mentioned that the opportunity to become experienced with different types of calculators was a valuable experience that would help them when working with their students.
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John, Denny St, and Douglas A. Lapp. "Tech Time: Developing Numbers and Operations with Affordable Handheld Technology." Teaching Children Mathematics 7, no. 3 (November 2000): 162–64. http://dx.doi.org/10.5951/tcm.7.3.0162.
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The four-function calculator is widely used by students and teachers in elementary schools. Although other types of calculators are available, the number of choices has been limited up to now. Recently, however, calculator manufacturers, including Casio (fx-991Wplus, fx-115Wplus, and fx-300Wplus), Sharp (EL-520RB and EL-506RB), and Texas Instruments (TI-30X IIS, TI-34 IIX, and TI-15), have introduced two-line calculators, and more are being developed. These calculators can display an expression on one line and the computed result on the second line. These calculators offer a variety of features in addition to the two-line display, but this article focuses on the development of numbers and operations using the TI-15, which is specifically designed for use in elementary school and middle school classrooms.
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Jama, Dominika, Karolina Sekuła, and Dariusz Zuba. "Analysis of the most popular online BAC calculators = Analiza najpopularniejszych dostępnych w sieci „kalkulatorów trzeźwości”." Problems of Forensic Sciences, no. 136 (May 8, 2024): 321–40. http://dx.doi.org/10.4467/12307483pfs.23.019.19626.
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In order to check their sobriety after drinking alcohol, drivers can use applications available online that perform prospective estimation of alcohol content, called ‘alcomat online’ or ‘BA C calculators’. The aim of the study was to analyse the method of performing calculations using ‘BA C calculators’ available on the Internet and to assess their reliability. The five most popular ‘calculators’ found in the Google search engine and a commercial one were analysed. The applications were tested by entering data on 10 cases of alcohol consumption by people were tested for alcohol content in exhaled air using the Alcotest 7510 analyser and alcohol curves were plotted for them. Then, real ethanol concentrations and complete ethanol elimination times for these people were compared with values calculated by the applications. The analysed ‘calculators’ base their calculations on various principles. Both the maximum alcohol concentrations and the time of their occurrence varied among the applications, but all seem to use the alcohol distribution coefficient established by Widmark. The use of individual elimination rates ranging from 0.12 to even 0.3‰/h was also observed. The time for complete alcohol elimination indicated by the applications was in most cases longer than the actual time. Online applications such as the ‘BA C calculator’ available to Polish users may be helpful tools for determining the time of complete elimination of alcohol from the body. However, due to the different calculation methods used in applications, which sometimes lead to different conclusions, they should be approached with great caution. These applications will not replace reliable sobriety tests, e.g. analysis of exhaled air.
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Demana, Franklin, and Alan Osborne. "One Point of View: Choosing a Calculator: Four-Function Foul-ups." Arithmetic Teacher 35, no. 7 (March 1988): 2–3. http://dx.doi.org/10.5951/at.35.7.0002.
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The Agenda for Action champions taking full advantage of the power of calculators and computers at all grade levels. The evidence of numerous article and research studies supports the use of calculators in the classroom. Concerned mathematics educators should now spend their energy on issues affecting how learners can best use the calculator rather than on whether the calculator should be used.
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Lutsic, Sarah, and Mingyuan Zhang. "Driving Assessment Scores with Effective Calculator Implementation." International Journal of Social Learning (IJSL) 3, no. 3 (August 27, 2023): 361–77. http://dx.doi.org/10.47134/ijsl.v3i3.216.
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This study presented a secondary analysis of the National Assessment of Educational Progress (NAEP) dataset. The paper examined the impact of calculator exposures on eighth-grade students' 2019 NAEP mathematics assessment scores. To better understand the impact of calculator use on the mathematics achievement of eighth-grade students, this study used a quantitative descriptive research design to analyze secondary data extracted from the 2019 NAEP data set. The findings are: (1) the frequency of calculator use does not impact assessment scores during math lessons. (2) Students who practice using calculators on math tests and quizzes have higher math assessment scores. (3) Frequent primary calculator use can impact math assessment scores. (4) Students who use graphing calculators frequently score higher on math assessments. In conclusion, these findings indicate that using calculators in mathematics is impactful; however, teachers must be trained to implement them effectively.
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Spiker, Joan, and Ray Kurtz. "Teaching Primary-Grade Mathematics Skills with Calculators." Arithmetic Teacher 34, no. 6 (February 1987): 24–27. http://dx.doi.org/10.5951/at.34.6.0024.
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When colleagues see calculators in my first-grade classroom they ask, “How will they be used in the first grade?” Professional pride dictates that I come up with the best answer possible. I tell them I am going to teach (1) what calculators are, (2) what calculators do, and (3) how calculator are used. Children should become comfortable using these tools. The goal is to teach and reinforce the objectives currently required in the first-grade curriculum.
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Yvon, Bernard R. "A Compelling Case for Calculators." Arithmetic Teacher 34, no. 6 (February 1987): 16–19. http://dx.doi.org/10.5951/at.34.6.0016.
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Calculator can do a great deal for the mathematics classroom. The first part of this article will present six bonuses I have found that students and teacher experienced when using calculators in elementary, middle, and junior high schools. Next is a section on problem solving and creative problem making as well. Practical help for the teacher who wants to try calculators in the classroom appears in the third section, along with a teacher's checklist. The final section offers advice on personalizing the use of calculators for students and recognizing some of their limitations. I hope the reader will agree that the many pluses present a compelling case for calculator use in today's classroom.
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P. Israel, Dandie, and Jun S. Camara. "TEACHING GEOMETRY WITHOUT USING CALCULATORS: AN EXPERIMENTAL CASE ON GRADE-9 THAI LEARNERS." Isagoge - Journal of Humanities and Social Sciences 1, no. 5 (September 28, 2021): 11–27. http://dx.doi.org/10.59079/isagoge.v1i5.44.
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Should we solve geometry problems using calculators? This study identified the effect of using (and not using) calculators during calculations on geometry problems sets, as well as the perceived impact on the use of calculators based on students’, parents’ and school administrators’ perception in a school in Bangkok, Thailand. This study combined both qualitative (survey and interview) and quantitative techniques (experiment) to address the research problem. Findings revealed that the performance of students who used calculators in the experiment did not significantly differ with those who did not which suggests that non-usage of calculators will not affect solving geometry problems, at least in the context of Thai Math education. Further, survey showed that students only used calculators ‘sometimes’ outside class and gave diverse responses when asked why. Interview with parents, students and administrators showed transcript extracts mostly on their agreement to use calculators in geometry class citing the convenience and speed of doing problems but implied a negative impact on their academic performance in math problems in the real world. This study could provide a baseline information on the use of calculators in the teaching of Math lessons for other nationalities.
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Christmann, Edwin P. "The Effects of Statistical Analysis Software and Calculators on Statistics Achievement." Policy Futures in Education 7, no. 4 (January 1, 2009): 445–49. http://dx.doi.org/10.2304/pfie.2009.7.4.445.
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This study compared the effects of microcomputer-based statistical software and hand-held calculators on the statistics achievement of university males and females. The subjects, 73 graduate students enrolled in univariate statistics classes at a public comprehensive university, were randomly assigned to groups that used either microcomputer-based statistics software or hand-held calculators in performing their statistical calculations. The effects of the independent variables of microcomputer-based statistics software and hand-held calculators on the dependent variable of statistics achievement were analyzed with a two-way analysis of variance that revealed no significant difference on the basis of gender (p = 0.622). However, the two-way analysis of variance revealed a significant difference between the achievement of students who used the microcomputer-based statistics software and those who used hand-held calculators (p = 0.024), with those students who used microcomputer-based statistical analysis software scoring higher. Additionally, a significant interaction effect was disclosed (p = 0.027), with an effect size of 0.621, indicating that, on average, those males who used microcomputers outperformed 73% of the females who used microcomputers in performing their statistical calculations; while the females who used hand-held calculators outperformed 71% of the male users of calculators, on the basis of an effect size calculation of 0.545.
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Holliday, Berchie W., and Lauren R. Duff. "Activities for Students: Using Graphing Calculators to Model Real-World Data." Mathematics Teacher 97, no. 5 (May 2004): 328–42. http://dx.doi.org/10.5951/mt.97.5.0328.
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Mathematics teachers understand that calculators have revolutionized the teaching of secondary school mathematics. After students have demonstrated their abilities to perform such computations without calculators, calculators can free students and teachers from performing redundant computations. Graphing calculators, in particular, free students from computing dependent values needed to construct line graphs, for example. But one problem is how to teach students to use a graphing calculator to plot, calculate, and graph linear equations of best fit from realworld data. Another problem is getting students to engage in the task and construct an increasingly useful conceptualization of linear modeling. In the beginning, teachers should, perhaps, provide direct instruction, followed by modeling how to enter and graph data sets efficiently.
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Holliday, Berchie W., and Lauren R. Duff. "Activities for Students: Using Graphing Calculators to Model Real-World Data." Mathematics Teacher 97, no. 5 (May 2004): 328–42. http://dx.doi.org/10.5951/mt.97.5.0328.
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Mathematics teachers understand that calculators have revolutionized the teaching of secondary school mathematics. After students have demonstrated their abilities to perform such computations without calculators, calculators can free students and teachers from performing redundant computations. Graphing calculators, in particular, free students from computing dependent values needed to construct line graphs, for example. But one problem is how to teach students to use a graphing calculator to plot, calculate, and graph linear equations of best fit from realworld data. Another problem is getting students to engage in the task and construct an increasingly useful conceptualization of linear modeling. In the beginning, teachers should, perhaps, provide direct instruction, followed by modeling how to enter and graph data sets efficiently.
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Sri Padmi, Russasmita. "Challenging primary school students’ attitude toward calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 3 (August 14, 2020): 289–303. http://dx.doi.org/10.23917/jramathedu.v5i3.10061.
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Calculators are a viable option for educational technology in developing countries due to its affordability and accessibility; it is also supported by literature to have positive effects on the students’ acquisition of mathematics concepts and skills positively. However, the stakeholders of education in Indonesia often stigmatize the use of calculators in mathematics classrooms, especially in primary school. This is in contrast with the policy of many developing countries which include calculator as one of the educational technologies to be used in the classroom. This study aims to investigate the effect of calculator-enhanced mathematics lessons on the attitude of primary school students’. Fourth-grade students (n = 95) in four separate schools with minimum calculator experience participated in this study. The questionnaire was administered before and after the lesson to record their attitude. The use of a well-established scale ensured validity, while the Cronbach-Alpha score confirmed reliability. Data analysis was conducted through the comparison of mean value between pre- and post-questionnaires scores. The finding suggests that while the effect on attitude toward mathematics is somewhat mixed, there is a significant improvement in the students’ attitude toward using calculators to learn mathematics. Calculator-enhanced mathematics lessons help the students foster more positive attitudes toward calculators. The finding of the present study is expected to help teachers to challenge the stigma about calculator and thus can benefit from calculator to enhance their lesson.
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Jiang, Yang, and Gabrielle A. Cayton-Hodges. "Investigating Problem Solving on Calculator Items in a Large-Scale Digitally Based Assessment: A Data Mining Approach." Journal for Research in Mathematics Education 54, no. 2 (March 2023): 118–40. http://dx.doi.org/10.5951/jresematheduc-2020-0290.
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This exploratory study investigated the behaviors and content of onscreen calculator usage by a nationally representative sample of eighth-grade students who responded to items from the 2017 National Assessment of Educational Progress mathematics assessment. Meaningful features were generated from the process data to infer whether students spontaneously used calculators for mathematical problem solving, how frequently and when they used them, and the nature of the operations performed on calculators. Sequential pattern mining was applied on sequences of calculator keystrokes to obtain patterns of operations that were representative of students’ problem-solving strategies or processes. Results indicated that higher scoring students not only were more likely to use calculators, but also used them in a more goal-driven manner than lower scoring students.
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Suydam, Marilyn N. "Research Report: What Are Calculators Good For?" Arithmetic Teacher 34, no. 6 (February 1987): 22. http://dx.doi.org/10.5951/at.34.6.0022.
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Calculators are good for promoting achievement: their benefit has been shown in reviews by Suydam (1982) and, more recently, by Hembree (1985). Suydam summarized findings and reported that achievement scores were as high or higher when calculators were used for instruction as when they were not. Hembree used a different technique to analyze the findings of seventy-nine research reports. At only one grade level did calculator use appear questionable: at every other level, he reported that the use of “calculators in concert with traditional instruction … can improve the average student's basic skills with paper and pencil, both in basic operations and in problem solving.” Moreover, “students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than noncalculator students.”
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Hembree, Ray, and Donald J. Dessart. "Effects of Hand-Held Calculators in Precollege Mathematics Education: A Meta-Analysis." Journal for Research in Mathematics Education 17, no. 2 (March 1986): 83–99. http://dx.doi.org/10.5951/jresematheduc.17.2.0083.
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The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.
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Jan Chocholac, Jaroslava Hyrslova, Tomas Kucera, Stanislav Machalik, and Roman Hruska. "Freight Transport Emissions Calculators as a Tool of Sustainable Logistic Planning." Communications - Scientific letters of the University of Zilina 21, no. 4 (October 1, 2019): 43–50. http://dx.doi.org/10.26552/com.c.2019.4.43-50.
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The freight transport performance is growing. The transport sector is also one of the largest producers of emissions. This must be reflected not only by production companies but also by other stakeholders. The issue of transport emissions is particularly important for city residents, so today the concept of sustainable city logistics is emphasized. Companies should deal with the amount of produced emissions. The use of emission calculators would support operational, tactical and strategic business decision-making. The aim of this article is to analyse the approaches used in available free calculators of emission arising from the freight transport. The focus was on the transport modes that calculators include, input data, output data and methodologies used to calculate emissions. The method of systematic review was used to search analysed freight transport emissions calculators. The method of content analysis was used to analyse inputs, outputs and freight transport emissions calculator’s methodologies. The method of qualitative comparative analysis was used to analyse and compare the freight transport emissions calculators.
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Sylla, Edith. "The Oxford Calculators in Context." Science in Context 1, no. 2 (September 1987): 257–79. http://dx.doi.org/10.1017/s0269889700000387.
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The ArgumentOur understanding of the predisposing factors, the nature, and the fate of the Oxford Calculatory tradition can be significantly increased by seeing it in its social and institutional context. For instance, the use of intricate imaginary cases in Calculatory works becomes more understandable if we see the connection of these works to undergraduate logical disputations. Likewise, the demise of the Calculatory tradition is better understood in the light of subsequent efforts at educational reform.Unfortunately, too little evidence remains about the Calculators and their context to enable anything like a full reconstruction of the relation of the Oxford Calculators' work to its context. Nevertheless, seeking out and fitting together the bits of information that do remain can add to our insight. Among the topics worth further research are the relation of training in calculationes to later careers in church or government, and the special features of the Calculatory tradition as a tradition consisting of multiple parallel manifestations closely interconnected with other disciplines, ranging from logic and natural philosophy to theology and medicine.
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Taley, Isaac Bengre, and Matilda Sarpong Adusei. "Junior high school mathematics teachers’ knowledge in calculators." JRAMathEdu (Journal of Research and Advances in Mathematics Education) 5, no. 1 (February 28, 2020): 80–93. http://dx.doi.org/10.23917/jramathedu.v5i1.9523.
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Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching. A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.
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Barendregt, Wolmet, Aksel Biørn-Hansen, and David Andersson. "Users’ Experiences with the Use of Transaction Data to Estimate Consumption-Based Emissions in a Carbon Calculator." Sustainability 12, no. 18 (September 21, 2020): 7777. http://dx.doi.org/10.3390/su12187777.
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With global greenhouse gas (GHG) emissions ever increasing, we are currently seeing a renewed interest in carbon footprint calculators (or carbon calculators for short). While carbon calculators have traditionally calculated emissions based on user input about e.g., food, heating, and traveling, a new development in this area is the use of transaction data to also estimate emissions based on consumption. Such carbon calculators should be able to provide users with more accurate estimations, easier input possibilities, and an incentive to continue using them. In this paper, we present the results from a survey sent to the users of such a novel carbon calculator, called Svalna. Svalna offers users the possibility to connect their bank account. The transaction data are then coupled with Environmental Extended Multi Regional Input Output data (EE-MRIO) for Swedish conditions which are used to determine a continuous overview of the user’s greenhouse gas emissions from consumption. The aim of the survey was to (a) understand whether people are willing to connect their bank account, (b) whether they trust the calculations of their emissions, and (c) whether they think the use of Svalna has an effect on their behaviour. Furthermore, we wanted to know how Svalna could be improved. While the results of the survey showed that many users were willing to connect their bank account, a rather large part of the users perceived safety risks in doing so. The users also showed an only average level of trust in the correctness of the estimated greenhouse gas emissions. A lack of trust was attributed to experiencing technical problems but also to not knowing how the emissions were calculated and because the calculator could not capture all details of the user’s life. However, many users still indicated that the use of Svalna had helped them to initiate action to reduce their emissions. In order to improve Svalna, the users wanted to be able to provide more details, e.g., by scanning receipts and get better options for dealing with a shared economy. We conclude this paper by discussing some opportunities and challenges for the use of transaction data in carbon footprint calculators.
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Schmidt, Signe, and Kirsten Nørgaard. "Bolus Calculators." Journal of Diabetes Science and Technology 8, no. 5 (May 19, 2014): 1035–41. http://dx.doi.org/10.1177/1932296814532906.
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Christian, Carol. "The calculators." Science 354, no. 6318 (December 15, 2016): 1383. http://dx.doi.org/10.1126/science.aaj2225.
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Bowman, Jacqueline K., Hari P. Koirala, Linda Espinoza Edmonds, and Marsha Davis. "Graphing Calculators." Computers in the Schools 16, no. 3-4 (February 27, 2000): 135–49. http://dx.doi.org/10.1300/j025v16n03_03.
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Espinosa Soto, Astrid Lucero, Jimena Ceja Martínez, Rosario Gulias-Cañizo, and Oscar Guerrero-Berger. "Accuracy of Astigmatism Calculation with the Barrett, Panacea, and enVista Toric Calculators." Life 13, no. 10 (October 3, 2023): 2009. http://dx.doi.org/10.3390/life13102009.
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Purpose: To evaluate residual refractive astigmatism using the Panacea and enVista toric calculators, compared to the gold-standard Barrett toric calculator. Design: A retrospective and comparative study was conducted in one center. Methods: We reviewed the medical records of all patients with a diagnosis of senile cataracts and regular corneal astigmatism, without previous corneal or intraocular surgery, who underwent phacoemulsification with implantation of a toric intraocular lens, who had pre- and postoperative corneal topography, biometry, and refraction measurements. Results: The frequency of preoperative astigmatism according to the axis was 70 (84%) eyes showing with-the-rule (WTR) astigmatism, 9 (14%) eyes with against-the-rule (ATR) astigmatism, and 1 (2%) eye with oblique astigmatism. Regarding astigmatism prediction errors, there were statistically significant differences between the enVista and Panacea calculators (median of 0.39, 0.18, and 0.52 for Barrett, enVista, and Panacea, respectively). The residual astigmatism prediction error centroid was similar for the Barrett and enVista toric calculators, and both were lower compared to the Panacea calculator (x-component p < 0.001). Conclusions: The enVista toric calculator incorporating the Emmetropia Verifying Optical (EVO) toric calculator provides similar results to the gold-standard Barrett calculator.
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Yasin, Mohd Yusuf. "Scientific Calculators and the Skill of Efficient Computation." BIBECHANA 8 (January 15, 2012): 31–36. http://dx.doi.org/10.3126/bibechana.v8i0.4702.
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Calculators are part and parcel of modern education. Involvement of science and engineering in different fields of knowledge is increasing with each bit of time is passed by, and they are playing a role in description and characterization of the delicate phenomena of nature arising day by day. These fields of knowledge and mathematics in particular, are influencing even those distant branches of knowledge, which were so far imagined to be free of mathematics. Even art is not free of mathematics and there exists mathematical art. Computations are getting lengthy and complex specially in design and analysis of engineering systems. Scientific calculators are handy tools. But an efficient computation is a skill that can be developed.Keywords: scientific calculators; calculator techniques; efficient computation; efficient use of calculators, computation skills; numerical techniquesDOI: http://dx.doi.org/10.3126/bibechana.v8i0.4702 BIBECHANA 8 (2012) 31-36
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Bossé, Michael J., and Kwaku Adu-Gyamfi. "Technology Tips: TI-Nspire Calculators: Better but Still Not Perfect." Mathematics Teacher 102, no. 6 (February 2009): 464–67. http://dx.doi.org/10.5951/mt.102.6.0464.
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Texas Instruments calculators are ubiquitous in today's K–16 mathematics classrooms, so mathematics instructors must understand the necessary programming limitations of each calculator. Previous generations of TI graphing calculators (the TI-89 and TI-92 calculators) produced some graphical and symbolic errors (documented in BossÉ and Nandakumar [2003, 2004] and Marchand and others [2007]). Fortunately, TI has now remedied most of these errors in its new graphing calculators, the TI-Nspire and the TI-Nspire CAS. Although the TI-Nspire still incorrectly graphs some functions seen only in graduate mathematical studies, it now renders correctly almost all functions that mathematics students encounter through precalculus. Overcoming these programming difficulties was no small matter, and the corrected results are a testament to the more sophisticated programming in these new TI-Nspire calculators. In this article, we will look at some functions that previously did not graph correctly on the TI-89 and TI-92 because of programming constraints, some functions that still do not graph correctly on the TI-Nspire, and improvements in how the TI-Nspire CAS handles the rewriting of symbolic expressions.
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Bossé, Michael J., and Kwaku Adu-Gyamfi. "Technology Tips: TI-Nspire Calculators: Better but Still Not Perfect." Mathematics Teacher 102, no. 6 (February 2009): 464–67. http://dx.doi.org/10.5951/mt.102.6.0464.
Full textAbstract:
Texas Instruments calculators are ubiquitous in today's K–16 mathematics classrooms, so mathematics instructors must understand the necessary programming limitations of each calculator. Previous generations of TI graphing calculators (the TI-89 and TI-92 calculators) produced some graphical and symbolic errors (documented in BossÉ and Nandakumar [2003, 2004] and Marchand and others [2007]). Fortunately, TI has now remedied most of these errors in its new graphing calculators, the TI-Nspire and the TI-Nspire CAS. Although the TI-Nspire still incorrectly graphs some functions seen only in graduate mathematical studies, it now renders correctly almost all functions that mathematics students encounter through precalculus. Overcoming these programming difficulties was no small matter, and the corrected results are a testament to the more sophisticated programming in these new TI-Nspire calculators. In this article, we will look at some functions that previously did not graph correctly on the TI-89 and TI-92 because of programming constraints, some functions that still do not graph correctly on the TI-Nspire, and improvements in how the TI-Nspire CAS handles the rewriting of symbolic expressions.
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Martin, Tatiana Lemes, and Clarissa De Assis Olgin. "A Didactic Engineering for the development of the Amortization System theme using the HP 12C Calculator Emulator." Acta Scientiae 21, no. 6 (January 7, 2020): 173–91. http://dx.doi.org/10.17648/acta.scientiae.5507.
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This article is an excerpt from the master's research related to a Didactic Engineering with the theme of Constant Amortization System and French Amortization System for the development of didactic situations related to the content of Higher Education Financial Mathematics, and which allows the use of the HP 12C financial calculator emulator. Currently, these amortization systems are being used by Brazilian financial institutions for real estate financing. The objective was to investigate how students of Administration and Accounting apply the mathematical knowledge of amortization in situations by using financial calculators. The methodological approach followed the Didactic Engineering steps, both for the construction of the didactic sequence and for its application and validation. The results indicate that the elaborated didactic sequence contributed to the development of the proposed mathematical content, as well as handling and the ways of dealing with the financial calculators in situations involving the amortization calculations.
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Brown, Alan R. "Geometry's Giant Leap." Mathematics Teacher 92, no. 9 (December 1999): 816–19. http://dx.doi.org/10.5951/mt.92.9.0816.
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After many years during which graphing calculators were used for algebra and other advanced mathematics subjects, dynamic software for geometry is finally available. Such software programs as The Geometer's Sketchpad and Geometric Supposer have existed for several years; however, they require expensive hardware and dedicated space and have limited transportability. Technology for most geometry classes has traditionally consisted of a compass, a straightedge, pencils, and, more recently, a scientific calculator. However, the TI-92 graphing calculator is the first of a new breed of handheld calculators with dynamic software.
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Bandala-Jacques, Antonio, Kevin Daniel Castellanos Esquivel, Fernanda Pérez-Hurtado, Cristobal Hernández-Silva, and Nancy Reynoso-Noverón. "Prostate Cancer Risk Calculators for Healthy Populations: Systematic Review." JMIR Cancer 7, no. 3 (September 3, 2021): e30430. http://dx.doi.org/10.2196/30430.
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Background Screening for prostate cancer has long been a debated, complex topic. The use of risk calculators for prostate cancer is recommended for determining patients’ individual risk of cancer and the subsequent need for a prostate biopsy. These tools could lead to better discrimination of patients in need of invasive diagnostic procedures and optimized allocation of health care resources Objective The goal of the research was to systematically review available literature on the performance of current prostate cancer risk calculators in healthy populations by comparing the relative impact of individual items on different cohorts and on the models’ overall performance. Methods We performed a systematic review of available prostate cancer risk calculators targeted at healthy populations. We included studies published from January 2000 to March 2021 in English, Spanish, French, Portuguese, or German. Two reviewers independently decided for or against inclusion based on abstracts. A third reviewer intervened in case of disagreements. From the selected titles, we extracted information regarding the purpose of the manuscript, analyzed calculators, population for which it was calibrated, included risk factors, and the model’s overall accuracy. Results We included a total of 18 calculators from 53 different manuscripts. The most commonly analyzed ones were the Prostate Cancer Prevention Trial (PCPT) and European Randomized Study on Prostate Cancer (ERSPC) risk calculators developed from North American and European cohorts, respectively. Both calculators provided high diagnostic ability of aggressive prostate cancer (AUC as high as 0.798 for PCPT and 0.91 for ERSPC). We found 9 calculators developed from scratch for specific populations that reached a diagnostic ability as high as 0.938. The most commonly included risk factors in the calculators were age, prostate specific antigen levels, and digital rectal examination findings. Additional calculators included race and detailed personal and family history. Conclusions Both the PCPR and ERSPC risk calculators have been successfully adapted for cohorts other than the ones they were originally created for with no loss of diagnostic ability. Furthermore, designing calculators from scratch considering each population’s sociocultural differences has resulted in risk tools that can be well adapted to be valid in more patients. The best risk calculator for prostate cancer will be that which has been calibrated for its intended population and can be easily reproduced and implemented. Trial Registration PROSPERO CRD42021242110; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=242110
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Podlesni, James. "Soundoff!: A New Breed of Calculators: Do They Change the Way We Teach." Mathematics Teacher 92, no. 2 (February 1999): 88–89. http://dx.doi.org/10.5951/mt.92.2.0088.
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A new generation of graphing calculators—for example, the TI-89 and the Casio 9970—that use computer algebra systems (CAS) are now available. Since they manipulate symbols, one could argue that they represent as big a change as the step from scientific to graphing calculators. A student “asks” the calculator to factor x2 + 5x + 6, and the calculator prints (X + 2)(X + 3). On the Advanced Placement calculus examination, existing graphing calculators allow the student to find the derivative of y = cos x at a specific x-value. In addition, the new models can “tell” the student that the derivative of cos x is −sin x. They can also provide units for numeric answers. They are apparently much more user-friendly than the existing HP-48, thereby assuring widespread use. The TI-89 is essentially a TI-92 in a TI-83 case, without the geometry package but with FLASH™, a feature that allows it to be upgraded electronically.