1. How much class time must be set aside to teach keystrokes?
None if you teach them on a need-to-know basis.
2. Do you require that each student buy a calculator, or do you just use
one
in class for demonstrations?
Students are required to purchase a scientific calculator for the
beginning course and a TI-82 or 83 for the second course. The TI may be
used in both if preferred.
3. Has use of calculators increased pass rates, retention rates or
anything
else? Any negative effects?
The use has increased retention but not affected pass rates. We seem to
reach more learning styles using this method. Frustration has
decreased. However, the students who don't commit to doing the work
still don't pass.
4. What degree of interest have your students shown in graphing
calculators?
Many do not want to use them because they feel it is somehow cheating.
I stress that they must in fact know MORE mathematics in order to make
the decisions that must be made when using a calculator. For example,
if they use a graph to solve an equation, they will need to determine
domain and range so that they can see the relevant points. (Not
everything can and should fit in a zoom6 window.) If the calculator
gives them an x and y value, they must determine which values should be
used, what units apply, and whether the value(s) directly answer the
question asked. If calculator use in DS math doesn't foster learning,
the blame goes directly to the instructor who is simply asking the wrong
questions.
Thanks for asking,
Roberta Lacefield
--
________________________________________
ROBERTA S. LACEFIELD
Assistant Professor of Mathematics
Waycross College
2001 S. Georgia Pkwy
Waycross, GA 31503 USA
Work: 912 285-6027
Fax: 912 287-4909
RSLace@mail.way.peachnet.edu
http://members.tripod.com/~Roberta/
________________________________________
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