Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education

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Kastberg, S. & Leatham, K. (2005). Research On Graphing Calculators at the Secondary Level: Implications for Mathematics Teacher Education. Contemporary Issues in Technology and Teacher Education, 5(1), 25-37. AACE.
Retrieved from http://www.editlib.org/p/5641.

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Journal Information

Contemporary Issues in Technology and Teacher Education
ISSN 1528-5804
Volume 5, Issue 1, 2005
Association for the Advancement of Computing in Education (AACE)

More Information on CITE Journal

Authors

Signe Kastberg, Indiana University Purdue University Indianapolis, United States; Keith Leatham, Brigham Young University, United States

Abstract

This article focuses on three key factors that a survey of literature indicated impact the teaching and learning of mathematics with graphing calculators: access to graphing calculators, the place of graphing calculators in the mathematics curriculum, and the connection between graphing calculators and pedagogical practice. Access to graphing calculators is associated with student achievement gains and a wide array of problem-solving approaches. The research suggests students' achievement is positively affected when they use curricula designed with graphing calculators as a primary tool. Studies of teachers' use and privileging of graphing calculators illustrate the impact professionals have on students' mathematical knowledge and calculator expertise. Implications of these research findings for preservice and in-service teacher education are summarized.

Keywords

• Research Methods
• Curriculum
• Preservice Teacher Education
• Professional Development

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