Calculadoras gráficas nas provas especificas americanas (AP test)

Date: Thu, 27 Apr 1995 23:12:51 -0400
Reply-To: calc-reform@e-math.ams.org
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From: Victor Nava 
To: Multiple recipients of list 
Subject: [CALC-REFORM:2449] AP test
X-Comment: From the CALC-REFORM discussion list.

        Here is the break down of what is on the AP exam for 95+. But I 
do have one question first, why do they teach like newton approximations 
and numerical methods of integration. The students should use these(or 
for BC power series) if they want to see approximation. and for graphs, 
take derivatives and find points of inflection and other info about the 
curve. Students should be resourcefull, not a bunch of spoiled children 
who believe that you need to be able to shell out about 100$ for a 
calculator to be smart, When I took the BC tests I wasn't able to afford 
a graphing calculator, And I got a 5 on it. I also had a much better 
understanding of what was being said because I worried more about theory 
and processes. Oh well enough of my ranting.


(captured from gopher.ets.com)
        
             *******************************************
             AP Mathematics: Calculus AB and Calculus BC
             *******************************************

An AP course in mathematics consists of a full academic year of work
in calculus and related topics comparable to courses in colleges and
universities. An AP Calculus AB course is devoted to basic topics in
differential and integral calculus. Calculus BC is an intensive course
in the calculus of functions of a single variable, which covers topics
such as infinite series in addition to the topics covered in Calculus AB.

Beginning in 1995, questions requiring the use of a graphing
calculator will be included on the exams. Since 1990, the AP Calculus
Development Committee has been urging the use of graphing calculators in
the AP classroom. A survey of high schools and colleges confirmed earlier
predictions that graphing calculators would become readily available,
commonly used, and widely accepted, suggesting that the climate is right
for introducing this technology into the AP Calculus course and exams in
the 1994-95 school year.

With the introduction of graphing calculators for the 1995 exam, the exam
format will be as follows: the first part of the multiple-choice section
(25 questions in 45 minutes) will not allow the use of any calculator,
enabling certain basic skills to be tested in a calculator-free environment.
The second part of the multiple-choice section (15 questions in 45 minutes)
and the free-response section (6 problems in 90 minutes) has been designed
with graphing calculators in mind and will contain some questions for which
this technology is required. Even on those sections, however, most questions
will still be answerable without a calculator.

The committee has summarized its views concerning the role of technology in
the AP Mathematics courses and examinations in the 1994 Course Description
(pp. 16-19; "Technology and the AP Curriculum"). In addition, a teleconfer-
ence to provide information and answer questions about the use of graphing
calculators in AP Mathematics was held in conjunction with a January
1994 committee meeting. VHS-format videotapes of the teleconference are
available for $12.50 by calling AP Order Fulfillment at (609) 771-7243.
(See the menu option "Teleconferences" for more information.)

AP Mathematics Development Committee 1994-95:
 Anita Solow, Grinnell College, Grinnell, Iowa -- Chair
 Wade Ellis, West Valley College, Saratoga, California
 Nancy Gates, White Station High School, Memphis, TN
 Steven Olson, Hingham High School, Hingham, MA
 Thomas Tucker, Colgate University, Hamilton, NY
 Fred Wright, Lakeside School, Seattle, WA

Chief Faculty Consultant:
 Raymond Cannon, Baylor University, Waco, TX



victor nava (math student looking for a grad school)
vnava@kaiwan.com
http://www.kaiwan.com/~vnava

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