Graphing calculators 3
think critically about the content they teach as well as led the students to think critically about the
content they are learning.
In our preliminary analysis of the data collected, we found that (1) the use of the graphing
calculators produced improved performance and deepened students’ understanding of
mathematics and social studies contents, (2) after the implementation of the integrated activities,
the students with low pretest scores gained on the posttest, (3) the students developed a positive
attitude toward mathematics and social studies, and (4) the interdisciplinary teaching approach
increased collaboration between mathematics and social studies teachers.
On the contrary, we found that the instrumentation process for both teachers and students
who were becoming skilled at using the graphing calculators effectively was slow and complex
because they require sufficient time to be able to use them effectively. Also, some of the students
failed to link graph and symbolic representations. Due to lack of established relationship with the
devices, many students accepted the visual image on the calculator screen without considering the
context of the task. In the short oral session we will present detailed analysis of the work of the
students and the teachers reactions to the integration of mathematics and social studies
instruction. In addition, we will present our conclusion and the research implications for both
teachers and students.
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.
Convention