It depends on the procedure or algorithm, in my opinion. For example, learning
to graph a line by plotting points by hand does help generate student
understanding of both concepts: "graph" and "linear function". So I wouldn't
want to skip hand graphing by going right to the graphing calculator.
Hoewever, I don't think that the square root algorithm, to name one example,
helps much with student understanding. I'd never teach it again, except maybe
as an enrichment topic when I had extra time (does that happen?). Other areas
where I might skip straight to a calculator solution: linear programming (how
many students really understand the concepts beneath the Simplex method?)
and finding a regression line in statistics.
As others have said, the question isn't whether to use technology. We need to
discuss HOW to use technology in a way that's appropriate for each level.
Peter Collinge
Mathematics Department
E-mail: pcollinge@gemini.mth.monroecc.edu Monroe Community College
Voice: (716) 292-2943 Rochester, NY 14623
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