NDLI: Graphics Calculators in the Learning of Mathematics: Teacher Understandings and Classroom Practices

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Graphics Calculators in the Learning of Mathematics: Teacher Understandings and Classroom Practices

Content Provider	ERIC
Author	Cavanagh, Michael Mitchelmore, Michael
Abstract	In a two-day workshop, 12 teachers who had not previously used graphics calculators not only learnt how to use a calculator but also completed calculator tasks designed to explore their misconceptions and then learnt about students' difficulties. Observation of lessons taught subsequently by 6 of the teachers, and interviews with 15 of their students, were used to investigate the effectiveness of the workshop in promoting appropriate use of technology in their mathematics classes. It was found that the teachers consistently drew their students' attention to limitations of the technology. Apparently as a result, their students showed considerably fewer misconceptions than students in a previous study who had been taught by teachers who had not undertaken such professional development. The few remaining student misconceptions could be traced to lingering uncertainties on the part of their teachers. Implications of the findings for mathematics teacher education are discussed. (Contains 2 figures.)
Related Links	https://files.eric.ed.gov/fulltext/EJ852377.pdf
Ending Page	18
Starting Page	3
ISSN	14423901
Journal	Mathematics Teacher Education and Development
Volume Number	5
Language	English
Publisher	Mathematics Education Research Group of Australasia
Publisher Date	2003-01-01
Access Restriction	Open
Subject Keyword	Graphing Calculators Workshops Mathematics Teachers Misconceptions Mathematics Instruction Teaching Methods Faculty Development Mathematics Skills Technology Integration Educational Technology Computer Attitudes Teacher Attitudes Student Attitudes Foreign Countries High Schools Secondary School Mathematics Secondary Education
Content Type	Text
Resource Type	Article
Subject	Education Mathematics

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