A Technology that is Revolutionizing Mathematics
Teaching
Published in: is – International School
Magazine, Vol. 8, Issue 3, Summer 2004
We are presently in an era that historians will
certainly refer to in years to come as the Age of Technology. Similar
to the Industrial Age, the technology revolution is making its presence
felt in all areas of human endeavours, even those that were previously
considered bastions of resistance to its seduction, e.g., the creative
arts. The world of education is certainly no exception, and the single
most important concern that all educators share globally regardless of
level of instruction or subject matter is the appropriate use of
technology in classroom curriculum and assessment.
The recent evolution in hand-held technology, from
four-function calculators to scientific calculators, then graphical
display calculators and now calculators with the ability to perform
symbolic...
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PICTURE (IM)PERFECT MATHEMATICS!
Wilfried Herget and Marlene Torres-Skoumal
Published in: Blum, Werner; Galbraith, Peter L.;
Henn, Hans-Wolfgang; Niss,Mogens(Eds.): Modelling and Applications in
Mathematics Education. The 14th> ICMI Study. New ICMI Study Series
Volume 10. Springer, New York 2007,pp. 379–386.
Abstract: In this paper some unusual open-ended
problems are presented, which have been “tried and tested”
in secondary school. The main focus is not on calculation but rather on
all the steps necessary before the calculations can begin. “Here
is a situation. Think about it!” (Henry Pollak) Such exercises
are indispensable toward the introduction of skills inherent in
mathematical modelling where the emphasis is not on algorithmic
procedures but rather on the higher order skills of translation,
interpretation, and evaluation of the real life problem in terms of the
mathematical model and its solution(s)...
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Published in: IB World, August-September 1999
Published in: Exam Questions & Basic Skills in
Technology-Supported Mathematics Teaching; : V Kokol-Voljc, B Kutzler,
M Lokar, J Palcic (eds.); bk teachware series “Support in
Learning” no. SL-15, 2000.
It is a universal fear among educators that
students in possession of the latest calculator will come to depend on
it excessively. We have discussed this issue among colleagues, among
students and among parents with the abiding concern that students will
ultimately be unable to perform any calculations without the aid of
some form of technology. Teachers and parents bemoan the loss of basic
numeracy and technical skills and often end up pining for hazily
remembered “good old days” of square rooting by hand,
dividing by four decimal places and log tables. However, we all share a
genuine skepticism, perhaps born of insecurity, as to where this all
will lead.
Hand held calculator technology has recently taken
the fourth part of its quadruple jump from four-function calculators to
scientific calculators to graphing calculators and now to calculators
with CAS (Computer Algebra Systems).
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assessment through group work and the use of
CAS as a self-assessment tool
The International Journal of Computer Algebra in
Mathematics Education, Volume 8, No.1, 2001
Vienna International School has been using CAS,
specifically the TI-92, with select classes in grades 6 – 10
(ages 11 – 18 years) for the past three years. Our class sizes
range from 15 - 25 in these grades. This paper suggests a model for the
learning and reinforcing of algebraic manipulative skills through the
intensive use of group work. Potential difficulties in group-work
situations, such as varying language and technical skills and diversity
of mathematics abilities and backgrounds, will be discussed with
particular attention to using these variables to maximize skill
acquisition. Furthermore, this paper suggests a model for assessing
students through group work, and fur using the TI-92 as a
self-assessment tool.
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This paper describes how differential calculus was
introduced to a group of International Baccalaureate students taking
the Mathematics Studies – Standard Level course at the VIS. This
introduction covers the concept of the gradient of a curve at a point,
an informal concept of a limit, maxima and minima, differentiation of a
polynomial and the application to simple optimization problems. The
paper outlines the nature of the students, the specific learning
objectives and briefly the outcomes. The rational for using a
technology-assisted strategy is also discussed. The nature and
advantages of Mathematica are mentioned.
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