Can graphics calculators change pedagogical practices in the secondary mathematics classroom?

Abstract

Quality education is essential for the workforce and society and ICTs are claimed to contribute to quality education. In particular, graphics calculators (GCs) have gained widespread acceptance in secondary school mathematics classrooms. They provide a vastly cheaper vehicle, in comparison to computers. However, acceptance of ICT has not been uniform and it can be argued that there are five broad categories of ICT integration into the classroom. Teachers tend to view ICT as either: a demon; a servant; an idol; a partner; or, as a liberator. This has an influence upon student learning. The traditional classroom associated with teacher centred pedagogy and behaviourist learning principles can also impede quality learning.

This paper will examine the claim that GCs act as a 'pedadagogical Trojan Horse' moving teachers towards student centred classroom strategies. When unleased within the classroom, handheld technologies can alter the very nature of the teaching and learning process. As teachers and students gain in confidence and experience in the use of the technologies, the speed of transformation increases.