My reaction to fancy graphing calculators is that they are wonderful
for doing difficult problems. The trouble is that they actually seem
to be used for doing trivial problems. _Most_ of my university physics
students are unable to do symbolic math now, and many of them are unable
to give a qualitative sketch of the graph of a function. Some of them
know how to program the calculator to produce a graph, but I would guess
that most of them can't even do that without a lot of help. I have
complained for many years about the fact that powerful analytical tools
like graphing calculators, Maple, etc., are being used as substitutes
for basic knowledge and skills when they should be employed in doing
really advanced math. However, I'm losing the battle. Most of my
students will get their calculators out when asked to multiply or divide
by 10...