Hi, 
I wrote a summary of the situation just so we are all on the "same page" about the situation. 
My name is Lenny Schwartz, and I take my tests in the Testing Center. I am currently taking Math 4512 [http://www.math.umn.edu/~yjguo/math4512.htm] taught by Professor Yujin Guo. Recently, after our third test in that class (on November 28), I discussed the test with a couple students in the class and during our discussion they informed me that contrary to what the syllabus says, the "no graphing calculator" policy is not enforced and the majority of the class use calculators during exams. This concerned me since at the testing center, they strictly enforce the testing guidelines that are given to them. In this case, it specifically states "…graphic calculators are not allowed during the exam." on the top of each test. 
On November 30, I went to Professor Guo’s office to discuss my concerns about this conflict of policy. During this time he told me that he really does not know much about graphing calculators because they did not have them in China. Furthermore, Professor Guo stated that it was impossible for him to tell the difference between a normal scientific calculator and a graphing calculator during a test. At this point I understood that he was completely unfamiliar with graphing calculators (including their functionality) because, in fact, it is quite easy to tell the physical differences between a graphing calculator and a standard scientific calculator. I then informed him of the possible advantages that a person has while using a graphing calculator (such as a commonly used ti-89): 

1. The ti-89 has powerful symbolic manipulation and calculation features. Even though the tests in this class do not involve extremely complex integral or factoring—they are not trivial either. During a test when faced with an integral or a task of factoring a polynomial, a student with a ti-89 can quickly plug it into the calculator and continue on with the question with assurance that that step is 100% correct as opposed to a person who does not have a graphing calculator. Without a graphing calculator, a person has to solve the integral or factor by hand which takes time and is  prone to small mistakes. These mistakes could take precise testing time to correct or go unnoticed leading a person to proceed with a problem incorrectly and end with the wrong solution. Most importantly, a graphing calculator saves precious time that doing problems by hand wastes. 

Professor Guo admitted at this point that he was unaware that a graphing calculator possesses this advantage. I then said that it is unfair that  45% of my grade is competing against the rest of the class that was able to use graphing calculators when I was not. I told him that I understand there is no way to tell what the grades the class would have received on the three tests if the no graphing calculators policy was enforced. Therefore, I offered a solution that I thought would be fair. Since I know that the final test is going to have the "no graphing calculator" policy enforced, I feel that instead of my final being worth 40%, that my final score should also replace my score from the first three tests. I think this is fair solution not only because the nature of a final being a cumulative test of all material including the first three tests, but also because this will be the only test that I am guaranteed to have the same policies enforced as the rest of the class. Professor Guo said that he would be unwilling to do this and that the most he will do is add 5% to my tests’ averages if I do better on the final than I did on the first exams. I said that I do not think that this is a fair solution because of the formatting of his tests (4 questions that are worth 20-30% each) and that the advantage of a graphing calculator on the test could easily be the difference between getting a question right or wrong which  could easily be a 25% swing on each test. I then told him that I appreciate his understanding; however, I would like to discuss this with the Math Department. He then said that that is fine and that he would be willing to abide by a solution the Math Department decided. 

In conclusion, I want it to be understood that I am not saying I currently deserve an ‘A’ in the class. However, I feel that it is a huge disadvantage since 45% of my grade is going to be competing against the rest of the class that has had a huge advantage over me. I still believe that the fairest solution will be to have my score on the final replace the grades I received on the first exams because the final will be the only test in which the entire class, myself included, received the same treatment and advantages.