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Graphing calculators in the teaching and learning of mathematics: a research bibliography

Graphing calculators in the teaching and learning of mathematics: a research bibliography
Graphing calculators in the teaching and learning of mathematics: a research bibliography
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.
pedagogy, curriculum, teaching, learning, school, mathematics, national curriculum, graphing, graphic, graphics, calculator, research, review, bibliography, computers, ICT
0267-5501
31-33
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f

Jones, Keith (2005) Graphing calculators in the teaching and learning of mathematics: a research bibliography. Micromath, 21 (2), 31-33.

Record type: Article

Abstract

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.

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Jones_MMResBiblio_Graph_calculators_2005.pdf - Other
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More information

Published date: 2005
Additional Information: The pagination of this page proof is the same as the published version.
Keywords: pedagogy, curriculum, teaching, learning, school, mathematics, national curriculum, graphing, graphic, graphics, calculator, research, review, bibliography, computers, ICT
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 18809
URI: http://eprints.soton.ac.uk/id/eprint/18809
ISSN: 0267-5501
PURE UUID: 56efe42a-8807-4848-bdd6-e4abdb0a9dda
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 04 Jan 2006
Last modified: 19 Nov 2021 18:23

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