Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education
Article
Signe Kastberg, Indiana University Purdue University Indianapolis, United States ; Keith Leatham, Brigham Young University, United States
CITE Journal Volume 5, Number 1, ISSN 15285804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Abstract
This article focuses on three key factors that a survey of literature indicated impact the teaching and learning of mathematics with graphing calculators: access to graphing calculators, the place of graphing calculators in the mathematics curriculum, and the connection between graphing calculators and pedagogical practice. Access to graphing calculators is associated with student achievement gains and a wide array of problemsolving approaches. The research suggests students' achievement is positively affected when they use curricula designed with graphing calculators as a primary tool. Studies of teachers' use and privileging of graphing calculators illustrate the impact professionals have on students' mathematical knowledge and calculator expertise. Implications of these research findings for preservice and inservice teacher education are summarized.
Citation
Kastberg, S. & Leatham, K. (2005). Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education. Contemporary Issues in Technology and Teacher Education, 5(1), 2537. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved June 24, 2019 from https://www.learntechlib.org/primary/p/5641/.
© 2005 Society for Information Technology & Teacher Education
Keywords
References
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