Bert K. Waits

The influence of technology on the teaching and learning of algebra

Abstract Of all the influences that shape mathematics education, technology stands out as the one with greatest potential for revolutionary impact. (National Research Council, 1990)

Pitfalls in Graphical Computation, or Why a Single Graph Isn't Enough

versity, where he has been teaching since 1961. He is the originator and Director of The Ohio Early College Mathe? matics Placement Testing Program operated for the Ohio Board of Regents. Dr. Waits is the author of many articles in professional journals and is the coauthor of four mathe? matics textbooks. His current areas of interest are in actuarial mathematics and mathematics curriculum development at the precalculus and calculus level utilizing computers.

Problem Solving Using Microcomputers.

Michigan State University in 1966. He is currently Associate Professor of Mathematics at the Ohio State University, where he has been on the faculty since 1966. He is the Director of Freshman Mathematics at Ohio State. Dr. Demana is the author of many articles in professional journals and the coauthor of two mathematics textbooks. His current areas of interest are in mathematics curriculum development at the middle school through calculus level, utilizing calculators and computers.

A New Look at Some Old Problems in Light of the Hand Calculator

In this section readers are encouraged to share their experiences with computers and calculators as they apply to the two-year college mathematics curriculum. There is special interest in innovative uses of these tools to solve problems, to present concepts, and to define new directions for curriculum development. All material for this section should be sent to the journal editor. (See inside cover for details on submitting manuscripts.) Be sure to include with your paper a copy of the computer or calculator program and a successful run and output.

Instructional Videocassettes in Mathematics.

Bert K. Waits, Assistant Professor of Mathematics at The Ohio State University, Columbus, Ohio, received his Ph.D. in 7969 from that University. He has taught mathematics there since 7967 and is presently Director of the Precalculus Mathematics Program. Professor Waits has published several articles in the Two-Year College Mathematics Journal and the Amer. Math. Monthly. His special areas of interest are geometry and instructional innovation. Curricular

A New Look at an Old Work Problem.

Bert K. Waits is Assistant Professor of Mathematics at The Ohio State University, Columbus, and is the Director of the CRIMEL program designed to individualize freshman mathematics instruction. Professor Waits is also the Regional Campus Mathematics Coordinator for the Mathematics Department. He has had several articles published in mathematical journals and is the co-author of several textbooks.

A Hidden Case of Negative Amortization.

Bert K. Waits received his Ph.D. in mathematics education from Ohio State University in 1969. He is currently Associate Profes? sor of Mathematics at Ohio State University, where he has been teaching since 1961. He is the originator and Director of the Ohio Early College Mathematics Placement Testing Program operated for the Ohio Board of Regents, Prof. Waits is the author of many articles in professional journals and is the coauthor of four mathematics textbooks. His current areas of interest are in actuarial mathematics and mathematics curricu? lum development at the precalculus and calculus level utilizing computers.

Classroom Applications of the Inexpensive Hand-Held Calculator.

Are we in the early stages of another revolution in the teaching of mathematics? It certainly seems that the age of the inexpensive, hand-held calculator has arrived. Will your approach to teaching change when almost every student brings a hand-held calculator to class? Will the traditional mathematics curriculum change? It is true that only the passing of time will really determine the answers. Nevertheless, many mathematics educators (if not publicly, then privately) are claiming the hand-held calculator in the classroom will significantly change (and improve) the teaching of mathematics at all levels. In the discussion that follows, a hand-held calculator is used to explore several easy and interesting mathematical topics suitable for beginning college students, particularly students in developmental or beginning algebra courses popular at many community colleges, two year colleges, and large state universities. With appropriate modifications, these ideas could also be presented to students in standard precalculus and beginning calculus courses. The calculations exhibited in this article can be obtained by using the inexpensive Texas Instruments Model 1200 calculator. Similar results can be obtained by using any eight digit, floating decimal calculator with a repeat-multiplication capability, many priced from only 5 to 10 dollars. Other calculators may require different procedures and yield slightly different calculations. Consider the formula for compound interest given by,