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TI-84 Plus graphing calculator for dummies
That TI-84 in your hand is one amazing device. This book will help you unlock all the magic, so that you can graph scatter plots, analyze statistical data, share calculator files with your PC... and much more!
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Perceptions That May Affect Teachers' Intention to Use Technology in Secondary Mathematics Classes
Technology is available and accessible in many mathematics classrooms. Adopting technology to support teaching and learning requires teachers to change their teaching practices. This paper reports the responses of a diverse cohort of 92 secondary mathematics teachers who chose to respond to an Australian state-wide survey (Mathematics with Technology Perceptions Survey) developed using a Theory of Planned Behaviour framework. The items discussed in this paper targeted mathematics teachers' perceptions of possible barriers and enablers to their intention to use technology in their teaching. The responses are varied but, overall, strength of agreement with enablers outweighed agreement with perceived barriers. However, it is clear that despite an overall positive attitude towards the use of technology for teaching mathematics, some perceived barriers to change are notable. It is, therefore, helpful if those responsible for professional development, promoting the use of technology, recognise and address these barriers as well as working to strengthening enablers.
Journal Article
An Investigation of Communicative Competence in an Upper-Secondary Class Where Using Graphics Calculators Was Routine
This paper presents an exploration of conversation in a single episode of whole-class work in a Year 12, all girls' Calculus class. The analysis is cast in terms of Habermasian communicative competence, which requires students to evidence critical thinking and the ability to express their views. Favourable learning outcomes in the class are explained by the teacher's mode of questioning, cooperative endeavour by students, the instructional sequence and use of technologies including the graphics calculator. The circumstances of problematic outcomes are also identified.
Journal Article
Learning to teach mathematics with technology : a survey of professional development needs, experiences and impacts
The potential for digital technologies to enhance students' mathematics learning is widely recognised, and use of computers and graphics calculators is now encouraged or required by secondary school mathematics curriculum documents throughout Australia. However, previous research indicates that effective integration of technology into classroom practice remains patchy, with factors such as teacher knowledge, confidence, experience and beliefs, access to resources, and participation in professional development influencing uptake and implementation. This paper reports on a large-scale survey of technology-related professional development experiences and needs of Queensland secondary mathematics teachers. Teachers who had participated in professional development were found to be more confident in using technology and more convinced of its benefits in supporting students' learning of mathematics. Experienced, specialist mathematics teachers in large metropolitan schools were more likely than others to have attended technology-related professional development, with lack of time and limited access to resources acting as hindrances to many. Teachers expressed a clear preference for professional development that helps them meaningfully integrate technology into lessons to improve student learning of specific mathematical topics. These findings have implications for the design and delivery of professional development that improves teachers' knowledge, understanding, and skills in a diverse range of contexts. [Author abstract]
Journal Article
Introducing linear functions : an alternative statistical approach
The introduction of linear functions is the turning point where many students decide if mathematics is useful or not. This means the role of parameters and variables in linear functions could be considered to be 'threshold concepts'. There is recognition that linear functions can be taught in context through the exploration of linear modelling examples, but this has its limitations. Currently, statistical data is easily attainable, and graphics or computer algebra system (CAS) calculators are common in many classrooms. The use of this technology provides ease of access to different representations of linear functions as well as the ability to fit a least-squares line for real-life data. This means these calculators could support a possible alternative approach to the introduction of linear functions. This study compares the results of an end-of-topic test for two classes of Australian middle secondary students at a regional school to determine if such an alternative approach is feasible. In this study, test questions were grouped by concept and subjected to concept by concept analysis of the means of test results of the two classes. This analysis revealed that the students following the alternative approach demonstrated greater competence with non-standard questions. [Author abstract]
Journal Article
Mapping Pedagogical Opportunities Provided by Mathematics Analysis Software
This paper proposes a taxonomy of the pedagogical opportunities that are offered by mathematics analysis software such as computer algebra systems, graphics calculators, dynamic geometry or statistical packages. Mathematics analysis software is software for purposes such as calculating, drawing graphs and making accurate diagrams. However, its availability in classrooms also provides opportunities for positive changes to teaching and learning. Very many examples are documented in the professional and research literature, and in this paper we organize them into 10 types. These are displayed in the form of a ‘pedagogical map’, which further classifies them according to whether the opportunity arises from new opportunities for the mathematical tasks used, change to interpersonal aspects of the classroom or change to the point of view on mathematics as a subject. The map can be used in teacher professional development to draw attention to possibilities for lessons or as a catalyst for professional discussion. For research on teaching, it can be used to map current practice, or to track professional growth. The intention of the map is to summarise the potential benefits of teaching with technology in a form that may be useful for both teachers and researchers.
Journal Article
Surveying the technology landscape : teachers' use of technology in secondary mathematics classrooms
For many years, education researchers excited by the potential for digital technologies to transform mathematics teaching and learning have predicted that these technologies would become rapidly integrated into every level of education. However, recent international research shows that technology still plays a marginal role in mathematics classrooms. These trends deserve investigation in the Australian context, where over the past 10 years secondary school mathematics curricula have been revised to allow or require use of digital technologies in learning and assessment tasks. This article reports on a survey of mathematics teachers' use of computers, graphics calculators, and the Internet in Queensland secondary schools, and examines relationships between use and teachers' pedagogical knowledge and beliefs, access to technology, and professional development opportunities. Although access to all forms of technology was a significant factor related to use, teacher beliefs and participation in professional development were also influential. Teachers wanted professional development that modelled planning and pedagogy so they could meaningfully integrate technology into their lessons in ways that help students learn mathematical concepts. The findings have implications not only for resourcing of schools, but also for designing professional development that engages teachers with technology in their local professional contexts. [Author abstract]
Journal Article
Does the Introduction of the Graphics Calculator into System-Wide Examinations Lead to Change in the Types of Mathematical Skills Tested?
The paper reports on the introduction of the graphics calculator into three centralised examination systems, which were located in Denmark, Victoria (Australia) and the International Baccalaureate. The introduction of the graphics calculator required those responsible for writing examination questions to consider how to assess mathematical skills within this new environment. This paper illustrates the types of mathematics skills that have been assessed within the graphics-calculator-assumed environment. The analysis of the examination questions indicated that only two out of the six mathematics examinations considered demonstrated any significant change in the types of skills assessed in conjunction with the introduction of the graphics calculator. The results suggest that it is possible to reduce the use of questions assessing routine procedures (mechanical skills) with a graphics calculator, but it is also evident that there have not been major changes in the way that examination questions are written nor the mathematics skills which the questions are intended to assess.
Journal Article
Changes of interaction during the development of a mathematical learning environment
Two research questions are answered: how did teacher instructional skills develop during a whole school year? What is the influence of this development on the interactions between students during the co-operative learning moments? From the analysis, it appeared that the teachers’ instruction changed from direct instruction to a more process and group-oriented coaching style, and that students started to work collaboratively, using the graphic calculator in an exploratory and investigative manner. This more process and group-oriented coaching style may have supported the change in the interaction pattern during this school year. The analysis showed that students gradually developed a more exploratory way of collaborating, confirming improved collaborative learning. At the commencement of the school year, students were focused on each other and did not argue much, while at the end, they were discussing with one another.
Journal Article
Reshaping teacher and student roles in technology-enriched classrooms
This paper draws on data from a three-year longitudinal study of secondary school classrooms to examine pedagogical issues in using technology resources in mathematics teaching-in particular, graphics calculators and overhead projection panels that allow screen output to be viewed by the whole class. We theorise four roles for technology in relation to such teaching and learning interactions- master, servant, partner, and extension of self-and illustrate this taxonomy with observational data from five senior secondary mathematics classrooms. Our research shows how technology can facilitate collaborative inquiry during both small group interactions and whole class discussions when students use their calculators and the overhead projection panel to share their mathematical understanding. [Author abstract]
Journal Article