>One of the topics discussed was the extent to which
>graphing technology should be integrated into intermediate algebra. The
>panel that discussed the issue seemed comfortable with graphing
>calculators in calculus and pre-calculus but questionable in
>intermediate. What do you all think?
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It always causes me great concern for our developmental students when I see
"teachers" making statements like this. And of course, even worse is
teachers thinking like this (Yes, yes, this is my opinion.). Based on my
experience with teachers who think that hand-held technology should not be
used, I find they usually have incorrect ideas of how to use the technology
to enhance teaching, pedagogy, and mathematical understanding. Or, they have
no idea of what can be done with technology.
Responses on this listserv to the initial statement also tells me that many
teachers think that using technology replaces the traditionally taught
algorithms -- those methods that constitute the traditional mathematics
curriculum. The "Crossroads" doesn't suggest replacing traditional
algorithms with calculator algorithms. It suggests that we teach both, while
decreasing attention to the traditional methods to make room for methods
that are in-line with the world around us. HOWEVER, using technology to do
mathematics is only a small part of what the AMATYC Crossroads tells us. It
appears that many teachers can't get past this notion that technology is for
doing mathematics. Technology is for helping students understand mathematics
and for teachers to teach mathematics. Teaching understanding of mathematics
is something that is ignored by many teachers who teach the traditional
curriculum. No, memorizing algorithms is not understanding mathematics. Nor
is it learning mathematics. No, doing 120 exercises to "practice" solving
equations is not understanding equation solving. It is memorizing
algorithms. With students of today, it means putting the algorthims in
short-term memory -- to be dumped as soon as the final exam is over. This is
something most of us never did and we don't realize that it is nearly
standard operating procedure for the non-math major -- those students we
have in our classes.
Finally, (Yes, I know I am long-winded.) using hand-held technology in a
traditional curriculum is not suggested by AMATYC Crossroads. The major
thrust of Crossroads is in curriculum and pedagogy reform. Technology is an
integral part of a reformed curriculum and revised pedagogy, however.
Yes, I have used a graphing calculator and a reformed curriculum in
intermediate algebra since 1990.
Ed Laughbaum
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