Graphing calculators in the teaching and learning of mathematics: a research bibliography.
MicroMath, 21, (2), .
This review suggests that using graphing calculators in mathematics education can enable students to approach situations graphically, numerically and symbolically, and can support students’ visualisation, allowing them to explore situations which they may not otherwise be able to tackle (and thus perhaps enable them to take their mathematics to a more advanced level). In this way, using graphing calculators can lead to higher achievement among students, perhaps through increased student use of graphical solution strategies, improved understanding of functions, and increased teacher time spent on presentation and explanation of graphs, tables and problem solving activities (compared with students not using such calculators). The impact of the availability of this form of calculator on teaching methods and curricula appears to have been more limited, with teachers reportedly tending to use graphing calculators as an extension of the way they have always taught, rather than provoking any radical change in style of teaching or design of the curriculum.
||The pagination of this page proof is the same as the published version.
||pedagogy, curriculum, teaching, learning, school, mathematics, national curriculum, graphing, graphic, graphics, calculator, research, review, bibliography, computers, ICT
||T Technology > T Technology (General)
L Education > LB Theory and practice of education > LB2361 Curriculum
Q Science > QA Mathematics
||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Accepted Date and Publication Date:
||04 Jan 2006
||31 Mar 2016 11:35
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