Graphics calculator (GC): A catalyst for the learning of mathematics?

Abstract

The latest development of mathematics education in Malaysia encourages the use of graphics calculators (GCs) in the upper secondary school mathematics. However, GCs are reasonably new for both teachers and students. This causes concern from both parents and educators on the suitability of its use in schools. Will the use of GCs in schools be a catalyst for the learning of mathematics or will it impede the progress of mathematics learning? Thus, this paper aims to discuss the possible impact of GCs on the culture of the learning of mathematics in schools.It begins with a brief developmental history of GCs and it is followed by a critical review of research studies related to the use of GCs in schools. The possible impact and implications of introducing GCs will also be discussed.