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The graphic calculator as a thinking tool: perspectives from the classroom

Groves, Susie and Obregon, Deodato 2001, The graphic calculator as a thinking tool: perspectives from the classroom, in Crossing borders: new frontiers in educational research: Australian Association for Research in Education 2001 conference proceedings, The Association, Coldstream, Vic., pp. 1-8.

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Title The graphic calculator as a thinking tool: perspectives from the classroom
Author(s) Groves, Susie
Obregon, Deodato
Conference name Australian Association for Research in Education. Conference (2001: Fremantle, W.A.)
Conference location Fremantle, W.A.
Conference dates 2-6 December 2001
Title of proceedings Crossing borders: new frontiers in educational research: Australian Association for Research in Education 2001 conference proceedings
Editor(s) Jeffrey, P.
Publication date 2001
Start page 1
End page 8
Publisher The Association
Place of publication Coldstream, Vic.
Summary For over a decade the graphic calculator has been promoted not only as a computational tool but also as a thinking tool — for example, as an aid to enhance conceptual understanding, as a problem-solving tool and as a means of enabling students to engage in meaningful investigations. However, research studies focusing on these aspects have shown mixed results and have mostly focused on graphs and functions. This paper reports on one aspect of a case study in a year 10 mathematics classroom — the role of the graphic calculator as a thinking tool. Data from observations of nine statistics lessons and interviews with the teacher and five students are analysed from three perspectives: the teacher’s intentions with respect to the use of the graphic calculator as a tool to promote conceptual understanding as opposed to procedural competence; the opportunities afforded during the lessons for student investigation; and students’ views of how the graphic calculator enhanced conceptual understanding. The results provide insights into ways in which students perceive the graphic calculator as promoting conceptual understanding, as well as some of the difficulties encountered in practice in a classroom.
ISSN 1324-9339
Language eng
Field of Research 130208 Mathematics and Numeracy Curriculum and Pedagogy
HERDC Research category E1 Full written paper - refereed
Persistent URL http://hdl.handle.net/10536/DRO/DU:30004624

Document type: Conference Paper
Collection: School of Scientific and Developmental Studies in Education
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