Electronic Proceedings of the 12^th Asian Technology Conference in Mathematics

Abstract for 12745

Enhancing Conceptual Understanding in Calculus Using Casio Class Pad

300

Authors: Jonaki Ghosh

Affiliations: Delhi Public School, R K Puram, New Delhi, Casio

India, Delhi University

Keywords: K-12 Level, Computer Algebra Systems, Handheld

Calculators, Paper-pencil skills, Constructivist Approach

World over, Computer Algebra Systems (CAS) have greatly influenced

mathematics teaching and learning. The last two decades have

witnessed extensive research in this area and Mathematics educators

have been investigating various ways of integrating CAS with

classroom teaching to develop a balanced curriculum, which lays less

emphasis on paper-pencil techniques and focuses more on

understanding concepts. Computer Algebra Systems such as

Mathematica, Maple, Derive etc. provide powerful dynamic working

environments. However the availability of CAS in the form of

handheld calculators such as the Casio Class Pad 300 has brought the

power of visualization and exploration right into the hands of the

student.

This paper describes a research study conducted with 40 students of

year 11 in a traditional teaching environment where the prescribed

curriculum emphasizes on mastery of paper-pencil skills and using

technology is not a general practice. Two exploratory lab modules in

calculus, one based on understanding of limits and the other on

application of derivatives to optimization problems, have been

discussed. These modules utilize the graphic, numeric and symbolic

manipulation capabilities of the Class Pad 300 to facilitate

conceptual understanding.

The study revealed that CAS provided opportunities for re-sequencing

concepts and skills thus making it possible to teach concepts and

applications before manipulative skills. The easy graphing

capability of the Class Pad lead to a ‘geometric’ approach, which

allowed the students to visualize and explore concepts. The study

also showed that CAS led to the constructivist approach where the

learning environment was transformed from the traditional

teacher-centered classroom to a student-centered laboratory where

the students discovered mathematical ideas for themselves.