The purpose of this qualitative research was to extend the body of knowledge pertaining to the graphing calculator as an instructional and learning aid. The investigator conducted structured interviews every two weeks for one semester with instructors of intermediate algebra at a large university in the southeastern United States. The professional judgments of experienced mathematics teachers were solicited with interview scripts that focused on teacher attitude and behavior, course content and methodology, and teacher development using Shulman's model of Pedagogical Reasoning and Action. The study did not focus on student achievement. The investigation concluded that technology integration with the graphing calculator requires changes in teacher attitudes, course content, instructional methodology, and teacher preparation. Teachers, especially those with limited knowledge and limited preparation using the graphing calculator technology, exhibited a lack of confidence that affected their attitude and their effectiveness in using the graphing calculator in the mathematics classroom. Teacher development, specific to instruction with the graphing calculator, is needed to assist some teachers in changing their role from dispenser of information to facilitator of active student learning. Furthermore, if mathematics teachers are to take full advantage of the potential of the graphing calculator as an instructional and learning aid, selected mathematical content in intermediate algebra should be deleted, revised, or extended.
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