Precalculus teachers' perspectives on using graphing calculators: an example from one curriculum

Graphing calculators are hand-held technological tools currently used in mathematics classrooms. Teachers' perspectives on using graphing calculators are important in terms of exploring what teachers think about using such technology in advanced mathematics courses, particularly precalculus cou...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 2018-01, Vol.49 (1), p.1-14
Main Authors: Karadeniz, Ilyas, Thompson, Denisse R.
Format: Article
Language:English
Subjects:
97-02
Calculators
Calculus
Case Studies
case study
Colleges & universities
Computer algebra
Curricula
Educational Technology
External pressure
Functions (mathematics)
Grade 11
graphing calculator usage
Graphing Calculators
Hand tools
Instructional materials
Mathematical analysis
Mathematics
Mathematics Instruction
Mathematics Teachers
New technology
Quality
Questionnaires
Secondary School Mathematics
Semi Structured Interviews
Teacher Attitudes
Teacher perspectives
Teachers
Technological Literacy
Technology Uses in Education
technology-integrated curriculum
Textbooks
Trigonometry
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Summary:Graphing calculators are hand-held technological tools currently used in mathematics classrooms. Teachers' perspectives on using graphing calculators are important in terms of exploring what teachers think about using such technology in advanced mathematics courses, particularly precalculus courses. A descriptive intrinsic case study was conducted to analyse the perspectives of 11 teachers using graphing calculators with potential Computer Algebra System (CAS) capability while teaching Functions, Statistics, and Trigonometry, a precalculus course for 11th-grade students developed by the University of Chicago School Mathematics Project. Data were collected from multiple sources as part of a curriculum evaluation study conducted during the 2007-2008 school year. Although all teachers were using the same curriculum that integrated CAS into the instructional materials, teachers had mixed views about the technology. Graphing calculator features were used much more than CAS features, with many teachers concerned about the use of CAS because of pressures from external assessments. In addition, several teachers found it overwhelming to learn a new technology at the same time they were learning a new curriculum. The results have implications for curriculum developers and others working with teachers to update curriculum and the use of advanced technologies simultaneously.
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739X.2017.1334968