Untitled

Povey, Hilary; Ransom, Myka

doi:10.1023/a:1009829415428

Cited by 9 publications

(2 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Povey and Ransom [7], in an undergraduate setting, report that it results in student frustration, students' losing their sense of control and becoming resistant to using the technology. However, Example 4 (like Examples 2 and 3) was in the take-home part of the EPW and students could have looked up the method for calculating inverses in their textbook.…”

Section: Examplementioning

confidence: 99%

“…The tasks that fitted the type 'extended pieces of work' allowed for variety in graphics calculator usage and included applications of mathematics that needed the technology for the solution. As the analysis proceeded, issues that became apparent were how conjectures were elicited and isolated instances of 'black box' use of the graphics calculator, in other words, use where students would not know the processes behind the computation, to the possible detriment of learning [6,7].…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Impact on school assessment where use of graphics calculators is mandatory in a related public examination

Förster

Mueller

Haimes

et al. 2003

International Journal of Mathematical Education in Science and

View full text Add to dashboard Cite

This paper reports an inquiry into assessment items classed as 'extended pieces of work' in Applicable Mathematics, in Western Australia. The principal purpose was to identify opportunities for graphics calculator use in 'extended pieces' implemented in schools. Ownership of the technology is widespread because it is mandated for the Applicable Mathematics tertiary entrance examination, which students sit at the end of the Year 12 course. Twenty-one of the twenty-eight pieces that were collected allowed for calculator use and, frequently, choosing to use the technology would have advantaged students, for instance, in supporting conjecture. Practical applications that would not be feasible to solve without the technology were included. Regression analysis and the random number generator were utilized. Overall, availability of the technology has widened the scope of approaches in 'extended pieces of work' in potentially valuable ways. Issues are how conjectures were elicited and calls for 'black box' use of the calculator.

show abstract

Section: Examplementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%