Graphing Calculators as Tools

Autor/inn/en	Browning, Christine A.; Garza-Kling, Gina
Titel	Graphing Calculators as Tools
Quelle	In: Mathematics Teaching in the Middle School, 15 (2010) 8, S.480-485 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-0839
Schlagwörter	Graphing Calculators; Geometry; Mathematics Instruction; Teaching Methods; Middle Schools; Secondary School Mathematics; Educational Technology; Data Collection; Data Analysis; Feedback (Response); Graphs; Mathematical Concepts + Suchen Sie Ihr Suchwort? Grafischer Taschenrechner; Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Mittelschule; Mittelstufenschule; Unterrichtsmedien; Data capture; Datensammlung; Auswertung; Grafische Darstellung
Abstract	Middle school mathematics classrooms are changing. The curriculum has changed as well. Instead of an annual return to previously encountered topics, many middle school students encounter mathematics of a varying nature, characterized in "Principles and Standards for School Mathematics" (NCTM 2000) as the five Content Standards of Number and Operations, Algebra, Geometry, Measurement, and Data Analysis and Probability. As students explore these multiple areas of mathematics, activities in some texts encourage the use of various technologies such as graphing calculators, spreadsheets, or dynamic geometry systems to help enhance and extend students' learning experiences. Of these many important advances, graphing calculators are particularly notable for their portability, ease of use, relatively low cost, and extreme functionality. In this article, the authors highlight several graphing calculator activities and focus on four powerful ways to use this technology as a tool to explore mathematical ideas: (1) collecting or generating raw data; (2) examining multiple cases; (3) providing immediate feedback; and (4) showing graphical and numerical displays. The many uses of handheld technology for learning math involve specialized knowledge that is framed as TPACK: technology, pedagogy, and content knowledge. TPACK goes beyond the teacher having personal knowledge of how to use technology or being proficient with it. The authors describe how to apply TPACK to a lesson on the meaning of angles. (Contains 4 figures.) (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10