The article under consideration dwells upon the importance of the use of graphing calculators while math lessons
Much is said about the integration of computer technologies into the math class, but scant attention is paid to graphing calculators. The main idea of the research presented in the article is the change in the methodology of teaching mathematics after acquiring knowledge about graphing calculators. Attention is paid to Linda Espinoza Edmonds and her experiment devoted to teaching students with graphing calculators. As the research results show, the use of graphing calculators is successful while math lessons. According to the research results, students understand the relations between different variables, graphs, and experimental design better when they use graphing calculators. This tool also helps teach students constructively.
The methodology of the research devoted to the use of graphing calculators in class consists of several interviews and observation of the teaching students during a year. A teacher, an above-average, an average and a student who suffers from deficit hyperactivity disorder were interviewed at the end of the year. Moreover, the questionnaire was provided to the whole class. All the data was recorded analyzed and described in the article.
All students have a positive opinion about the use of graphing calculators in class. The teacher has noticed the improvement in thinking abilities, information comprehension, and the increase in time which may be spent on experiments and research in class, not on information description as it has been before the use of graphing calculators.
The use of the innovative technologies
The main purpose of the article is to describe the research conducted in the sphere of the use of innovative technologies for teaching mathematics. Steps as the online computer algebra module have been used as the focus for research. Being a part of Xmath and dMath EU projects, Steplets is a perfect online module aimed at making students understand some specific mathematical processes. The use of the method in the class and a means of distance learning has been considered.
One of the main peculiarities of Steplets is that this model shows the algorithm for mathematical solutions. On-campus students were interrogated about the use of Steplets in class, and they identified it as a perfect learning tool that helped understand many issues. Students who participated in distance learning also managed to assess the use of Steplets in learning pointed to its usefulness. Staples uses the method of teaching one step at a time that increases students’ thinking abilities and helps them remember the information they get better.
Thus, the main result of the research is that Steplets is a good tool for teaching mathematics as it provides students with step by step guides in solving mathematical puzzles. Students better understand methods for solving mathematical models and increase the level of knowledge they get. The importance of innovative technology use and the desire to be guided by this tool is the best appreciation for Steplets and the confirmation of its effectiveness in the learning process.
Reference List
Bowman, JK, Koirala, HP, Edmonds, LE & Davis, M 2000, ‘Graphing Calculators: Critical Tools for Actively Teaching Math and Science’, Computers in the Schools, vol. 16, iss. 3/4, pp. 135-149.
Bringslid, O & Norstein, A 2008, ‘Teaching mathematics using Steplets’, International Journal of Mathematical Education in Science & Technology, vol. 39, no. 7, pp. 925-936.