id: 05760267
dt: j
an: 2010e.00781
au: Browning, Christine A.; Garza-Kling, Gina
ti: Graphing calculators as tools.
so: Math. Teach. Middle Sch. 15, No. 8, 480-485 (2010).
py: 2010
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: U73
ut: graphing calculators; geometry; teaching methods; lower secondary ;
educational technology; data collection; data analysis; feedback;
graphical representations
ci:
li: http://www.nctm.org/eresources/article_summary.asp?URI=MTMS2010-04-480a&from=B
ab: Summary: 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 studentsâ€™ 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)
rv: