Graphics Calculators: A Learning Tool

Abstract

Just as teachers would not think about teaching biology without a microscope or chemistry without test tubes, increasing numbers of Mathematicians do not think about teaching mathematics without the ?raphics calculator? While it is generally agreed that Graphics Calculators (GCs) could play an influential role in enhancing mathematical understanding, there is always a debate around its influence in conceptual understanding and its technical limitations. This study examines how GCs enhances teaching and learning of students in mathematics and how its technical limitations affect students. The results show that the representational flexibility and fluency of GCs certainly enhances teaching and learning in mathematics. At the same time it points out that students need more classroom experience to inter-representations. In regards to its technical limitations, the results suggest that the possible 'illusions' and 'misconceptions' by the students can be overcome by introducing GC at an early stage and by introducing technology based pedagogy.