The standard entry point to the study of mathematics at most US-based colleges and universities has for many years been the traditional calculus sequence of courses. While having stood the test of time, this sequence is by no means impervious to the influences brought about by recent technological advances. In this paper, I will discuss how the introduction of an affordable, hand-held, computer algebra system in the form of the TI-89 graphics calculator has affected the traditional calculus sequence, within an engineering service teaching setting, when no restrictions on student use are imposed. In particular, I examine how its introduction has influenced what is taught and how such courses are assessed. I also highlight some of the many challenges faced and how its addition into a required course sequence has been perceived by others, particular by our engineering colleagues who are the recipients of all those we teach. Finally, I indicate how the overall impact brought about by the introduction of the graphics calculator has contributed to an evolving calculus sequence and discuss whether or not I see such changes as representing pedagogical improvements.

calculus teaching, graphics calculator, CAS.