Affect and graphing calculator use

2011 ◽  
Vol 30 (2) ◽  
pp. 166-179 ◽  
Author(s):  
Allison W. McCulloch
Keyword(s):  
Graphing Calculator

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

2016 ◽  
Vol 6 (2) ◽  
pp. 29-45
Author(s):  
Francis Nzuki
Keyword(s):  
Mathematics Instruction ◽  
Graphing Calculators ◽  
Graphing Calculator ◽  
Structured Interviews ◽  
Equity Issues ◽  
Teachers Perceptions ◽  
Teacher Student ◽  
Mediating Tools ◽  
Student Subject

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

The Texas Instruments TI-83 Graphing Calculator

1998 ◽  
Vol 52 (3) ◽  
pp. 285
Author(s):  
John C. Nash ◽  
Chris Olsen
Keyword(s):  
Graphing Calculator

Using the graphing calculator—in two‐dimensional motion plots

1995 ◽  
Vol 33 (5) ◽  
pp. 314-316
Author(s):  
Chris Brueningsen ◽  
William Bower
Keyword(s):  
Graphing Calculator ◽  
Two Dimensional

scholarly journals A matching scheme for aquaculture; a graphing calculator approach

2007 ◽  
Vol 27 (2) ◽  
Author(s):  
I K Dontwi ◽  
F O Boateng ◽  
E Owusu-Ansah
Keyword(s):  
Graphing Calculator

Activities for Students: As the Ball Rolls: A Quadratic Investigation Using Multiple Representations

2009 ◽  
Vol 103 (1) ◽  
pp. 62-68
Author(s):  
Kathleen Cage Mittag ◽  
Sharon Taylor
Keyword(s):  
Data Collection ◽  
Real Time ◽  
Physical Model ◽  
Real World ◽  
Graphing Calculator ◽  
Data Sets ◽  
Real World Data ◽  
World Data ◽  
Hands On ◽  
Modeling Data

Using activities to create and collect data is not a new idea. Teachers have been incorporating real-world data into their classes since at least the advent of the graphing calculator. Plenty of data collection activities and data sets exist, and the graphing calculator has made modeling data much easier. However, the authors were in search of a better physical model for a quadratic. We wanted students to see an actual parabola take shape in real time and then explore its characteristics, but we could not find such a hands-on model.

Technology Tips: When Is a Good Fit Not a Good Fit? Dynamic Regression with the TI-Nspire Graphing Calculator

2008 ◽  
Vol 102 (4) ◽  
pp. 300-305
Author(s):  
Michael Edwards ◽  
Michael Meagher ◽  
S. Asli Özgün-Koca
Keyword(s):  
Graphing Calculator ◽  
School Mathematics ◽  
Mathematical Education ◽  
National Council ◽  
Mathematics Textbooks ◽  
Multiple Points ◽  
Complex Concept ◽  
Mathematics Classrooms ◽  
Points Of View ◽  
Principles And Standards

In Principles and Standards for School Mathematics, the National Council of Teachers of Mathematics (NCTM) acknowledges the importance of exploring mathematical ideas from multiple points of view: “Different representations often illuminate different aspects of a complex concept or relationship…. The importance of using multiple representations should be emphasized throughout students' mathematical education” (2000, p. 68). In particular, NCTM notes that the introduction of technology in school mathematics classrooms provides new ways for teachers and their students to explore connections among representations: “Computers and calculators change what students can do with conventional representations and expand the set of representations with which they can work” (2000, p. 68). In this article, we discuss an interesting finding that our students made as they explored linear regression with a teacher-constructed TI-Nspire calculator document. The calculator's capability to link variables across two or more pages in the same document led students to findings that are important yet rarely discussed in school mathematics textbooks.

Sign in / Sign up

Export Citation Format

Share Document