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Association: Name: North American Chapter of the International Group for the Psychology of Mathematics Education URL: http://www.pmena.org
Citation: URL: http://www.allacademic.com/meta/p117636_index.html Direct Link: HTML Code:

Okoka, Clara. and Lee, John. "Interdisciplinary Uses of Graphing Calculators in Mathematics and Social Studies" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada, Oct 21, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p117636_index.html>

Okoka, C. N. and Lee, J. K. , 2004-10-21 "Interdisciplinary Uses of Graphing Calculators in Mathematics and Social Studies" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Delta Chelsea Hotel, Toronto, Ontario, Canada Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p117636_index.html

Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Interdisciplinary uses of graphing calculators in mathematics and social studies Purpose Recent reports on the use of technology in public schools suggest that tremendous gains are being made regarding the development of technology infrastructure and general uses of technology in schools. Significant sums of money are being spent to develop a national public technological infrastructure to support technology integration in schools. Given the overwhelming sums of money being spent and the public attention that recent technological innovations have received, mathematics and social studies researchers expect technology to invigorate many aspects of education (Berson, Mason, Diem, Hicks, Lee, and Dralle, 2001; Garofalo, Drier, Harper, Timmerman, and Shockey, 2001). One area that has greatly benefited from the development of educational technologies is the interdisciplinary study of mathematics and social studies. The graphing calculator, which in recent years has become virtually ubiquitous in mathematics classrooms, has served as a bridge in helping mathematics and social studies teachers find common instructional ground. Despite the emerging importance of the graphing calculator as an interdisciplinary resource for mathematics and social studies, very little research has been conducted on problem solving using calculators in social studies classrooms. This proposed scholarly inquiry would help to fill that void. The broad goal of this project is to develop a general understanding of how graphing calculators can be used in social studies classrooms. Specifically, we intend to investigate teachers’ ability to teach using graphing calculators in interdisciplinary contexts, with emphasis being placed on the impact this type of instruction has on students’ performance. The specific research questions include: · How can graphing calculators be used to teach mathematics and social studies content, particularly in economics classrooms? · What resources help teachers and students engage in meaningful mathematics and social studies instruction? · What are the implications for student learning when using graphing calculators? · Can integrated instruction using graphing calculators promote collaboration between social studies and mathematics teachers? · What are the implications for teachers’ instructional planning when graphing calculators are used in social studies classes? · Can the interdisciplinary teaching approach to mathematics and social studies satisfy the state and national standards for each discipline? Perspectives A recent meta-study of 43 research reports in mathematics education indicates that students who used handheld graphing calculator technology with curriculum materials supporting its use had a better understanding of how to solve problems and interpreting graphs in applied contexts than those who did not use the technology (Burrill, 2002). The use of graphing calculators in social studies helps teachers empower students to construct more personal understandings of the social problems and issues that frame the content of social studies (Drier and Lee, 1999). The instructional use of graphing calculators represents a unique opportunity to enhance the quality of mathematics and social studies instruction. Professional organizations in mathematics and social studies are encouraging teachers and students to use graphing calculator technology. The National Council of Teachers of Mathematics (NCTM 2000) advocates that problem solving, reasoning, communication, and interdisciplinary connections be woven throughout K-12 mathematics instruction. The National Council of Social Studies (NCSS, 1994) has called for teachers to encourage abstract thought and make use of data related to students’ personal experiences and the problems of society. Graphing calculator technology can serve as a catalyst for teachers to create interdisciplinary, real-world projects that engage students in meaningful activities aligned with the goals of the NCTM and NCSS. Methodology We will use an interpretive case study methodology to focus on how mathematics and social studies teachers understand, approach, and utilize graphing calculators in their classrooms. In addition, we will analyze student work produced in the class for the purpose of uncovering the benefits and limitations of graphing calculator use in mathematics and social studies. We will make a determined effort to assess the problems associated with using graphing calculators. Just because exciting new resources are available does not mean teachers should or would use them in their mathematics and/or social studies class. This study will aim to identify and explore resources that help teachers and students engage in meaningful, not technology driven, mathematics and social studies instruction. Three economics and two mathematics 11th and 12th grades classrooms from a school in Fayette County, Georgia will be utilized for this project. Students from all five classrooms will engage in interdisciplinary lessons in mathematics and social studies over a 2-week period. The lessons are specifically designed for use with Texas Instruments TI-83 graphing calculators. A preliminary interview with one of the social studies teachers indicates that the social studies teachers have seen the devices but have no concept of its related uses. In addition to the lessons, the students will complete 5 integrated social studies and mathematics content assignments over the 2-week period. Students will be given pre- and post-tests designed to assess their content knowledge related to the assignments. Interviews will be conducted before, during, and after instruction with the five teachers and ten students (two from each class). The purpose of the interviews is to gain a deeper understanding of how teachers and students engaged content knowledge while working with graphing calculators. Data Collection In this study, five integrated lessons will be used for instruction. As indicated earlier, students will be assessed on what they have learned using pre- and post-tests. In addition, pre- and post-interviews will be conducted to selected students and five teachers. In brief, data collection for the study consists of: pre-test and post-test, students’ work on the individual classroom activities, transcripts of pre- and post-tests interviews of students and teachers, and observation of classroom activities. An additional benefit of this collaborative inquiry will be in the preparation of mathematics and social studies teachers to use graphing calculators in their classrooms. Mathematics and particularly social studies educators /teacher educators must be made aware of the benefits and limitations related to using graphing calculators. A study of how teachers approach, plan and use graphing calculators in their classrooms will enable us to determine the impact of such activities on teachers' ability to 1) integrate graphing calculators into their classrooms and 2) provide opportunities to teach using interdisciplinary approaches. Points of View A change in the teachers and most of the students in their relation to mathematics and social studies and their self-confidence would be observed. It is our hope that the teachers would find it beneficial and time-efficient to integrate mathematics and social studies instruction. It is expected that the initial stage of the implementation phase may pose some discomfort for the teachers, especially the social studies teachers due to their lack of familiarity with graphing calculators. We are certain that the use of graphing calculators provides opportunity for a powerful pedagogical alliance, which would lead the teachers to think critically about the content they teach as well as lead the students to think critically about the content they are learning. Moreover, it is expected that (1) the use of the graphing calculators would produce improved performance and deepen students’ understanding of mathematics and social studies contents, (2) after the implementation of the integrated activities, the students with low pretest scores would gain on the posttest, (3) the students would develop a positive attitude toward mathematics and social studies, and (4) the interdisciplinary teaching approach will increase collaboration between mathematics and social studies teachers. On the contrary, it is expected that the instrumentation process for both teachers and students becoming skilled at using the graphing calculators effectively be slow and complex because they require sufficient time to be able to use them effectively. Also, some of the students may fail to link graph and symbolic representations. Due to lack of established relationship with the devices, many students would probably accept the visual image on the calculator screen without considering the context of the task. Actual results and the research implications for both teachers and students will be shared with participants during oral presentation. References Burrill, G. (2002). Handheld graphing technology in secondary mathematics: Research findings and implications for classroom practice. Report prepared through a grant to Michigan State University. Dallas, TX: Texas Instruments. Drier, H. S. & Lee, J. K. (1999). Learning about climate: An exploration in geography and mathematics. Social Studies and the Young Learner 12(1), 6-10. Garofalo, J., Drier, H., Harper, S., Timmerman, M.A., & Shockey, T. (2000). Promoting appropriate uses of technology in mathematics teacher preparation. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/mathematics/article1.htm Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T.(2000). Guidelines for using technology to prepare social studies teachers. Contemporary Issues in Technology and Teacher Education [Online serial], 1 (1). Available: http://www.citejournal.org/vol1/iss1/currentissues/socialstudies/article1.htm National Council of Social Studies (1994). Expectations of excellence: Curriculum standards for social studies. Washington, DC: National Council for the Social Studies. National Council of Teachers of Mathematics. ( 2000). Principles and Standards for School Mathematics. Reston, VA: National Council of Teachers of Mathematics.

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