Graphing calculators 2
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 used 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 analyzed 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 also
assessed the problems associated with using graphing calculators. This study aimed to identify
and explore resources that helped teachers and students engage in meaningful, not technology
driven, mathematics and social studies instruction.
Three economics and two mathematics 11
th
and 12
th
grades classrooms from a school in
Fayette County, Georgia were utilized for this project. Students from all five classrooms engaged
in interdisciplinary lessons in mathematics and social studies over a 2-week period. The lessons
were 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 in all 5 classes completed 5 integrated social studies and mathematics content
assignments over the 2-week period. Students were given pre- and post-tests designed to assess
their content knowledge related to the assignments. Interviews were conducted before, during,
and after instruction with the five teachers and ten students (two from each class). The purpose of
the interviews was 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 were used for instruction. As indicated earlier,
students were assessed on what they have learned using pre- and post-tests. In addition, pre- and
post-interviews were 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 was in the preparation of mathematics
and social studies teachers to use graphing calculators in their classrooms. A study of how
teachers approach, plan and use graphing calculators in their classrooms enabled 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.
Discussion
A change in the teachers and most of the students in their relation to mathematics and
social studies and their self-confidence were observed. As expected, the initial stage of the
implementation phase posed some discomfort for the teachers, especially the social studies
teachers due to their lack of familiarity with graphing calculators. However, the use of graphing
calculators provided opportunity for a powerful pedagogical alliance, which led the teachers to
Convention