Electronic Proceedings
of the 12th 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.