Who is tired of hearing the Standards repeat the statement "appropriate use of calculators at all

levels as a legitimate and important tool for learning and doing mathematics" (Discussion Draft,

1998, p. 43) without further explanation or direction? I know I am. This paper defines where the

graphing calculator should be used and why the Standards should include more specifics on its

place in mathematics education. The Standards needs to specify what is appropriate. Now that

the Standards has developed the technology standard, that is where the public will look for

guidance, acceptability, and criteria for the use of graphing calculators. There are people for and

people against the incorporation of calculators into the curriculum. Arguments around both

arguments are presented. It is becoming ever more clear that technology is here to stay. It has

revamped how everything is done. Why has it taken so long for mathematics reform to recognize

this force? With a new century around the corner, high definition of appropriate use of graphing

calculators needs to be set. NCTM Standards is one of the most influential organizations that

drives mathematics curriculum. This is where teachers, students, school, and parents will be

looking for clarification on the use and place of graphing calculators.

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