http://findarticles.com/p/articles/mi_qa3950/is_200310/ai_n9340707
This article is about the hand-held graphing technology in the developmental algebra curriculum. Laughbaum states, “Many argue that every piece of technology used to teach mathematics takes away from teaching time. But learning to properly utilize the graphing calculator in the context of teaching an algebraic topic can be a teaching enhancement, not something that detracts from teaching mathematics”. The article discusses two examples that demonstrate why graphing calculators should be implemented as a tool in the algebra curriculum. The two examples used were solving equations and factoring.
I agree with Laughbaum that technology should be implemented when possible. It is foolish to not use a tool that will enhance students learning and understanding of any topic in mathematics. An astounding statistic mentioned in the articles was that only 26% of the developmental faculty reported that they were using graphing calculators (national survey taken). I think that teachers need to use the technology that is readily available to them instead of sticking to the traditional approach.
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You mentioned that teachers should use the technology that is readily available to them. I agree, and feel that this is especially true with the graphing calculator. It is a technology that is so easily obtainable and so easy to incorporate into daily lessons. Also, it is a technology that students understand (so, why not use it?). I definitely agree with your statements.
Jon, you stated: An astounding statistic mentioned in the articles was that only 26% of the developmental faculty reported that they were using graphing calculators (national survey taken).
What is that about!? Crazy talk! Anyways, do you have anymore information on how that statistic was reached? I see you said national survey--but how many people were surveyed? What was the setting of the survey? etc.
I guess that I am from the "old school world without calculators." However, when the batteries run out, or the test requires no calculator, the student returns to that world. While the statistics do say that "there is no proof that the pencil and paper method is any more worthwhile, or better, than the functions-based graphical method", I believe that we are teaching students to not think when we do not have them use a paper and pencil. In the business world and real life, there are advantages to working with pencils (ok, and pens too) and paper. The sweeping of a curve toward the zero point is a beautiful thing that asks for accuracy from the student. A calculator improves a different type of thinking and I am not clear that it is the better kind, least of all "...far more mathematically rich..."
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