New calculator technologies and examinations

Abstract

As graphics calculators are mainly devices for student learning, it is important that curricula and examinations are constructed to incorporate them in a coherent way. Three recent developments in graphics calculators are described and analysed to determine their implications for examinations. Symbolic manipulation on algebraic calculators challenges existing emphases in many examinations and their associated curricula. Flash memory allows calculators to be efficiently upgraded, but threatens the equity of students with different calculators or even the same calculator with different capabilities. Developments in memory storage increase the possibilities of students having access to significant text storage during examinations. Suggestions are made for ways of incorporating these developments into mathematics education in equitable and beneficial ways.