1. Graphing Calculators & Student Learning Amy DeYoung planet/adeyoung

2. 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

3. Calculators: Casio CFX-9850GC Plus Common Abilities Displays graphs of functions Table of Values Regression Models Parametric and Polar graphing Unique Abilities Color screen Source: http://www.casioeducation.com

4. Calculators: Sharp EL-9650 Common Abilities Displays graphs of functions Table of Values Regression Models Parametric and Polar graphing Unique Abilities Pen-Touch Operation Source: http://www.sharp-world.com/

5. Calculators: Hewlett Packard HP 39g+ Common Abilities Displays graphs of functions Table of Values Regression Models Parametric and Polar graphing Unique Abilities Built in infrared two way port for communicating with other HP 39g+ Source: http://www.hp.com/calculators/ graphing/index.html

6. Common Abilities Displays graphs of functions Table of Values Regression Models Parametric and Polar graphing Unique Abilities Data collection devices Source: http://education.ti.com/ Calculators: Texas Instruments TI-83/84 Series

7. The ACT and Calculators Prohibited calculators include all calculators in 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.htmlhttp://www.act.org/caap/sample/calc.html

8. 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

9. 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

10. Example of Exploration-Based Learning y=x 2 y=2x 2 y=5x 2

11. Example of Exploration-Based Learning y=x 2 y=(1/2)x 2 y=(1/5)x 2

12. Example of Exploration-Based Learning y=-x 2

13. 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

14. 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)

15. 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

16. 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

17. 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/. 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/.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/.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/.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/. http://newfirstsearch.oclc.org/

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