Graphing Calculators & Student Learning Amy DeYoung planet/adeyoung.
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Transcript of Graphing Calculators & Student Learning Amy DeYoung planet/adeyoung.
Graphing Calculators&Student Learning
Amy DeYoungplanet/adeyoung
Arguments Against Calculators
“Takes away from teaching time” – Laughbaum
“Undermine mathematics learning” – Choi-Koh Generally in algebra, etc. Specifically, computational skills
Cause confusion because of scaling and dimensions – Choi-Koh
Calculators: CasioCFX-9850GC Plus
Common AbilitiesDisplays graphs of functionsTable of Values Regression ModelsParametric and Polar graphing
Unique AbilitiesColor screen
Source:http://www.casioeducation.com
Calculators: SharpEL-9650
Common AbilitiesDisplays graphs of functionsTable of Values Regression ModelsParametric andPolar graphing
Unique AbilitiesPen-Touch Operation
Source:http://www.sharp-
world.com/
Calculators: Hewlett PackardHP 39g+
Common AbilitiesDisplays graphs of functionsTable of Values Regression ModelsParametric andPolar graphing
Unique AbilitiesBuilt in infrared two way port for communicating with other HP 39g+
Source:
http://www.hp.com/calculators/
graphing/index.html
Common AbilitiesDisplays graphs of functionsTable of Values Regression ModelsParametric and Polar graphing
Unique AbilitiesData collection devices
Source:
http://education.ti.com/
Calculators: Texas InstrumentsTI-83/84 Series
The ACT and Calculators
Prohibited calculators include all calculatorsin all of the following series:
Casio CFX-9970G (including, for example, CFX-9970GE) Casio Algebra fx 2.0 Hewlett-Packard HP-40G Hewlett-Packard HP-49G Texas Instruments TI-89 Texas Instruments TI-92 (including, for example, TI-92 Plus)
Calculators in the Hewlett-Packard HP-38G series and HP-48G series may be used only if the infrared communications port is covered with heavy opaque material such as duct tape or electrician's tape. The Sharp EL-9600 is permitted for use, because it is not considered a pen-input device. You may bring the stylus that comes with the calculator
Source: http://www.act.org/caap/sample/calc.html
General Benefits of Calculators
Students can check results – Vasquez By substituting results into equation
and evaluating with calculator By using graphical tools (observe
solutions to a quadratic in its graph: x-intercepts)
Opportunity for students to practice math communication skills – Vasquez
Specific Benefits of Calculators
The use of calculators allows exploration-based learning – Choi-Koh Scientific/organized approach to
learning Invetigate, conjecture, and verify findings
Calculators motivate student curiosity – Choi-Koh
Example of Exploration-Based Learning
y=x2
y=2x2 y=5x2
Example of Exploration-Based Learning
y=x2
y=(1/2)x2
y=(1/5)x2
Example of Exploration-Based Learning
y=-x2
Specific Benefits of Calculators
Calculators allow students to make observations at ease – Choi-Koh Calculators have an element of
accuracy and speed – Choi-Koh Students do not need to focus on
difficult computations and can focus on the “whole picture” – Bethell Particularly helpful to students with
disabilities – Bethell
Specific Benefits of Calculators
Using calculators to teach helps students to understand the meanings of math concepts – Choi-Koh
Understand the why
Also, helps students to make logical connections from one topic to another topic – Davis
In math (the effects of a coefficient on a linear graph to the effects on a parabola) and in real life (physics and speed)
Specific Benefits of Calculators
Using calculators encourages students to: Take control of their learning Work independently (without the
teacher) Students use the calculator to explore
and learn for themselves Choi-Koh & Bethell
Specific Benefits of Calculators
Proper use of calculators in the classroom should effect the level of thinking Students should move from “Knowledge”
(recollection of facts) on Bloom’s Taxonomy to at least “Synthesis” (by creating formulas, etc) and possibly even “Evaluation”
Choi-Koh Example: Synthesis – Creating equations that correspond to
graphs
Text References
Choi-Koh, Sang Sook. (2003). Effect of a graphing calculator on a 10th-grade student’s study of trigonometry. The Journal of Educational Research, v.96 no6, Retrieved July, 24, 2006, from http://newfirstsearch.oclc.org/.Bethell, Sandra Callis. (1998). From an E to an A in first-year algebra with the help of a graphing calculator. Mathematics Teacher, v. 91, Retrieved July 24, 2006, from http://newfirstsearch.oclc.org/.Vasquez, Selina. (2003). Developmental mathematics students: Investigating calculator keystroke choices to learn mathematics rules and concepts. Mathematics and Computer Education, v. 37 no3, Retrieved July 20, 2006, from http://newfirstsearch.oclc.org/.Davis, Sarah Jeanne Hollister. (1997). How mastering technology can transform math class. Educational Leader, v. 55, Retrieved July 20, 2006, from http://newfirstsearch.oclc.org/.Laughbaum, Edward D. (2003). Hand-held graphing technology in the developmental algebra curriculum. Mathematics and Computer Education, v. 37 no3, Retrieved July 20, 2006 from http://newfirstsearch.oclc.org/.
Questions?
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