NCTM's Curriculum and Evaluation Standards for School Mathematics (Standards) (1989) makes some very specific recommendations concerning the use of microcomputers in secondary school mathematics. This document recommends that “a computer will be available at all times in every classroom for demonstration purposes, and all students will have access to computers for individual and group work.” It strongly advocates the use of graphics calculators and interactive graphics computer packages as a principal means for investigating the behavior of functions. Recently, Waits and Demana (1988a) have presented convincing arguments for the use of graphics technology as a supplement to traditional mathematics instruction. Interactive graphics software can be used to give quick, accurate plots of functions, conic sections, and parametric equations. The use of such software can foster a geometric approach to problem solving and is especially valuable for those students for whom visual images work better than symbolic manipulations. Estimation skills can be sharpened as students begin to search for roots and critical points visually even before they are taught the symbolic manipulations needed for an algebraic solution to their problem.