Factors Influencing Teacher Integration of Graphic Calculators in Teaching Mathematics

Abstract

Graphic calculators (GC’s) are now being more widely used in the learning of school mathematics. However there is still resistance to their use in some quarters, and so it appears that further analysis of the factors acting as possible affordances and constraints to GC use is necessary. This research addressed this issue of the potential affordances and constraints for secondary mathematics teachers using GC’s in their year 12 and 13 (age 17/18 years) teaching. Three major areas where such factors are found are: those emanating from the individual teacher themselves; the school mathematics department, and especially the head of department; and the wider school policy and attitudes to technology use. In this study we laid down criteria to identify teachers who could be described as exemplary GC users. We describe and analyse the kinds of use that these teachers are making of the GC in terms of a conceptual/procedural divide, and identify individual, departmental and school factors that could be assisting or preventing technology use. From among these factors key variables that seem to be driving successful implementation of GC use are identified.