The Authors of this article have conducted a study on 710 college students who were taking Pre-Calculus class. They were split into a controlled group, and a test group. The control group took the course using basic technology, and text books. The test group used graphics calculators and textbooks geared towards learning with graphics calculators. At the end of the course the students were required to take a comprehensive exam. The results showed that the students who took the course with the graphics calculators scored much higher than those who took the course in the traditional fashion. This study was conducted over a period of three semesters, and will prove very useful in my argumentation.

Solow discusses in this article uses of the graphing calculator, and how she incorporated it into her classroom while teaching calculus. The article explains uses of the graphing calculator, and how it can be integrated into the calculus course. The article explains what the graphing calculator can be used for, and the benefits. That the students scored higher on tests, and over all performed better in class with the use of graphics calculators.

This article explains how graphing calculators can be used in calculus to benefit students, and also how graphing calculators are changing the way that calculus is being taught. One issue that sets this article apart from the other articles is its assessment of how students are required by most schools to purchase their own calculators. This article analyzes the effect this can have on how the class should be taught, and how calculators put students at advantages and disadvantages depending on how they are used, and how students with more computing power excelled or failed compared to those with the less powerful model of calculator.

This article deals with uses of graphics calculators to help the understanding of mathematics, but takes a different approach. It addresses the issue that some scholars make concerning calculators, that calculators impede the understanding of mathematical concepts and only leads to incompetent students. This includes an in-depth analysis of the concepts a graphing calculator can help a student understand.

While the studies conducted in this paper are of an Australian background, this article offers some background information on the graphing calculator, such as when they were first introduced to students in Australia. The article also contains information on the background of the use of graphing calculators, such as how they affect students' performance, their attitudes towards the subject, and their confidence. This study shows how the performance can be enhanced by the use of graphics calculators.

This article discusses the assessment of a class of girls who were issued a certain type of graphics calculator. The teacher of this class was known for his integration of calculators in his course curriculum, and his classes were known for achieving above average on tests. The primary study was to investigate the effects of learning with the use of a graphing calculator. Classroom conversation was recorded and analyzed in order to determine how well the class understood the curriculum. This article while limited only to certain number of students delves deeply into how they were taught, and their response to the use of graphics calculators in the classroom.

Forster discusses how teaching with a graphics calculator can help a student understand the concepts of certain graphs, and how graphs are formed. One graph specifically mentioned is the scatter plot graph, and how it is applied to functions. She also discusses how after learning these concepts on a graphics calculator, students were able to graph by hand easier without the help of the instructor. A study was conducted and explained within the classroom setting. This article while limited in the size of study shows how the use of graphics calculators can help students in the understanding of certain math concepts.