This page should in no way be considered as an attack on graphing calculators. In fact, I am very much in favor of their continued use in education. However, they do make mistakes sometimes and teachers and students alike should be aware of what types of mistakes might arise to be able to use a graphing calculator efficiently. So this page is my little contribution to the proper use of technology in mathematics education (at least as I see it).
The Montana State site includes interactive text materials of book length for a variety of courses.
The Duke site concentrates on "modules" -- lab-length units grouped under headings for eight different courses, but which can be used in a modular fashion to support a variety of different courses, as well as for self-study and enrichment.
The Cal Poly site concentrates on interdisciplinary projects of a more extended and open-ended sort. In contrast to Duke modules that might occupy a student or small team of students for one to two hours (plus some write-up time, if required), and the Montana State units that could occupy a whole semester, the Cal Poly units might take one to two weeks for adequate student response.
A common thread at all three sites is active involvement of the learner. Another common thread is the mode of delivery. To the extent possible, they rely on HTML and Java, which are universally accessible and essentially independent of platform.
Since the bulk of our material is in the HTML document, it is relatively easy to create additional versions of the modules for other computer algebra systems.
The Connected Curriculum Project is supported by a National Science Foundation planning grant to Cal Poly, on which Duke is a subcontractor and Frank Wattenberg and others are consultants.
Additional problems may be submitted to Aaron Klebanoff (firstname.lastname@example.org), preferably in Mathematica notebook format.