The University of the State of New York
The State Education Department
Albany, New York 12234
Guidelines for Graphing Calculator
Use for Commencement-Level Mathematics
Introduction
Graphing calculators are instrumental in the teaching and learning of mathematics. The use of this
technology should be integrated as an investigative tool at the commencement level to support
conceptual understanding and solve real world mathematics problems. The connections between
graphical and algebraic representation can be enhanced through the use of graphing calculators
and other technological tools, while algebraic and analytical approaches (i.e., pencil and paper
techniques) to solving problems should still be stressed.
This document provides guidance to schools and districts to determine whether the use of a
particular graphing calculator is allowed on a Mathematics Regents Examination or if it provides
an unfair or inappropriate advantage to a student and, therefore, is not allowed.
The graphing calculator should only function as a tool to help students demonstrate their
knowledge and understanding of the Learning Standards being assessed on the Mathematics
Regents Examinations. The graphing calculator should not remove the need for students to
demonstrate their knowledge and understanding of algebraic and geometric properties and
relationships that are being assessed in the particular course.
Restricted Features/Prohibited Functions
Educators should work collectively to determine if a graphing calculator adheres to the guidelines
and does not contain restricted features.
• The calculator must not make use of a Computer Algebraic System (CAS). These
calculators are capable of doing symbolic algebra or symbolic calculus (for example,
factoring, expanding, or simplifying given variable output).
• The calculator must not have measuring capabilities (e.g., segment lengths and area of
polygons), perform transformations, or be able to make geometric constructions.
• Students may not use calculators that can communicate through infrared sensors, nor may
students use operating manuals, instruction or formula cards, or other information
concerning the operation of calculators.
For questions in which the graphing calculator can be used, students should be instructed to show
sufficient work so that their approach to problem-solving can be easily followed. For students to
be awarded the maximum points allowable for a constructed-response question, they should be
able to communicate the method employed by illustrating their graph, table, or setup (equation),
followed by the result of their investigation(s). The answer to the question should also be clearly
identified, often by using a sentence or phrase response. Whenever appropriate, complete
sentences should also be used to support results so that mathematical reasoning can be easily
interpreted.
Please note that schools must make a graphing calculator available for the exclusive use of each
student while taking Regents Examinations in mathematics, and that students are allowed only one
calculator.
The memory of any graphing calculator with programming capability must be cleared, reset, or
disabled when students enter the testing room. If the memory of a student’s calculator is
password-protected and cannot be cleared, the calculator must not be used.