Number Pattern Calculator Instruction Lesson: A Teachers’ Mathematics Classroom Reference Resource

Abstract

This study demonstrates how number patterns can be used for calculator instructional lesson. The lesson’s strengths are reflected by teachers’ qualitative evaluation comments. The study contributes teacher learning material on calculator use for their professional development. The study is guided by qualitative case study research design utilising socio-cultural activity theory. Data were collected from the teacher’s scheme of work, observation of three 20 minutes lessons separated by 15 minutes breaks and lesson evaluation discussions from the lesson’s video by 46 mathematics teachers in five groups. The study found that: the demonstration lesson motivated participating teachers and learners to use calculators. The demonstrating teacher had a high pedagogical technology knowledge level (being proficient user of a calculator, understanding principles and techniques required to use the calculator to teach mathematics). The class environment was conducive (allowed learners to talk to each other or stand to consult a friend on the other desk). Every learner had a calculator. Demonstration charts were clear and visible from the back of the class. The teacher was enthusiastic, able to sequence content and reflect on investigative teaching methods. Teacher applied demonstration, directive, group and individual activities in the same lesson. Calculator application procedure notes on learners’ cell phones brought the teacher on the child’s side for a one-on-one tutorial. Study concluded that, calculators make mathematics exploration, experimentation and learning mathematics patterns possible and interesting. Collaborative inquiry was the framework of the lesson. Learners were motivated to learn in and out of the class. Some learners had challenges of low vision. They took time to identify [x2], [x3] and [yx] calculator keys. Those with thick fingers and ladies with long artificial finger nails pressed more than one key at a time. These experiences form assumed knowledge content for next lesson introduction.