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Letting Go
of the
Graphing Calculator
Brian Macon
Valencia College
Professor of Mathematics
My Project
• Goal 1: Reduce cost for students, stop
requiring $120 handheld calculator
• Goal 2: Find free (or low cost)
high-quality alternatives
• Goal 3: Continue using same “calculator”
dependent learning activities
• Active learning explorations
• Project-based learning
• Goal 4: Continue focus on applications
No more graphing calculators!
Learning Gains
• Multiple studies show increase in access and
instructional time lead to higher test scores1,2
• Even greater success in classes where teacher
had professional development2
• Mere access does not improve learning1
• Using curriculum that blends numerical,
graphical and algebraic methods showed greatest
success in applications1,3
• Improves student motivation, piques interest1,2,3
• Technology helps make math fun and attainable
for all levels!
“We believe that our students have all the
biological gifts, the inherent capabilities to learn
anything we teach. This belief shifts the focus
from the deficiencies of the learner to the
condition we create for learning.” – Dr. Sanford
Shugart
The handheld calculator is not the only way
to achieve student success:
All About Implementation!
• Active Learning (explorations, scaffolding,
prompts, walk-throughs)
• Authentic Learning
• Project-based Learning
• Varied assessments
WolframAlpha
• WolframAlpha used as graphing tool
• Website is free
• WolframAlpha has an app (not free)
• Graphs are static - Not dynamic (unless
pay for Pro)
• Picky with math inputs (steep learning
curve initially)
7
Graphing With WolframAlpha
8
Calculator Resources
Calculators
• Desmos.com
• Meta-calculator.com
• WabbitEmu
Symbolic
• WolframAlpha.com
• Symbolab.com
• MathCelebrity.com
No more graphing calculators!
No more graphing calculators!
No more graphing calculators!
No more graphing calculators!
Desmos Demonstration
14
No more graphing calculators!
Wolframalpha Demo
16
Evidence
• Students save $120 not buying handheld calculator
• Use of desmos and wolframalpha are even more
powerful and are FREE!
• Exploratory Learning (student centered)
• Active Learning
• Project-based Learning
• Varied Assessments
• Action-Research project on use of desmos.com
• Qualitative data on use of desmos very positive
based on student feedback
• Collecting data to compare between two online
courses
Resources
• Bennison, Anne, and Merrilyn Goos. "Learning to Teach Mathematics
with Technology: A Survey of Professional Development Needs,
Experiences and Impacts." Mathematics Education Research Journal
22.1 (2010): 31-56. ERIC [EBSCO]. Web. 15 Sept. 2014
• Heller, Joan I., Deborah A. Curtis, Rebecca Jaffe, and Carol
Verboncoeur. "The Impact of Handheld Graphing Calculator Use."
ERIC [EBSCO]. N.p., 28 Dec. 2005. Web. 12 Sept. 2014.
• Kastberg, S., & Leatham, K. (2005). Research on graphing calculators
at the secondary level: Implications for mathematics teacher education.
Contemporary Issues in Technology and Teacher Education [Online
serial], 5(1). Available:
http://www.citejournal.org/vol5/iss1/mathematics/article1.cfm

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No more graphing calculators!

  • 1. Letting Go of the Graphing Calculator Brian Macon Valencia College Professor of Mathematics
  • 2. My Project • Goal 1: Reduce cost for students, stop requiring $120 handheld calculator • Goal 2: Find free (or low cost) high-quality alternatives • Goal 3: Continue using same “calculator” dependent learning activities • Active learning explorations • Project-based learning • Goal 4: Continue focus on applications
  • 4. Learning Gains • Multiple studies show increase in access and instructional time lead to higher test scores1,2 • Even greater success in classes where teacher had professional development2 • Mere access does not improve learning1 • Using curriculum that blends numerical, graphical and algebraic methods showed greatest success in applications1,3 • Improves student motivation, piques interest1,2,3 • Technology helps make math fun and attainable for all levels!
  • 5. “We believe that our students have all the biological gifts, the inherent capabilities to learn anything we teach. This belief shifts the focus from the deficiencies of the learner to the condition we create for learning.” – Dr. Sanford Shugart
  • 6. The handheld calculator is not the only way to achieve student success: All About Implementation! • Active Learning (explorations, scaffolding, prompts, walk-throughs) • Authentic Learning • Project-based Learning • Varied assessments
  • 7. WolframAlpha • WolframAlpha used as graphing tool • Website is free • WolframAlpha has an app (not free) • Graphs are static - Not dynamic (unless pay for Pro) • Picky with math inputs (steep learning curve initially) 7
  • 9. Calculator Resources Calculators • Desmos.com • Meta-calculator.com • WabbitEmu Symbolic • WolframAlpha.com • Symbolab.com • MathCelebrity.com
  • 17. Evidence • Students save $120 not buying handheld calculator • Use of desmos and wolframalpha are even more powerful and are FREE! • Exploratory Learning (student centered) • Active Learning • Project-based Learning • Varied Assessments • Action-Research project on use of desmos.com • Qualitative data on use of desmos very positive based on student feedback • Collecting data to compare between two online courses
  • 18. Resources • Bennison, Anne, and Merrilyn Goos. "Learning to Teach Mathematics with Technology: A Survey of Professional Development Needs, Experiences and Impacts." Mathematics Education Research Journal 22.1 (2010): 31-56. ERIC [EBSCO]. Web. 15 Sept. 2014 • Heller, Joan I., Deborah A. Curtis, Rebecca Jaffe, and Carol Verboncoeur. "The Impact of Handheld Graphing Calculator Use." ERIC [EBSCO]. N.p., 28 Dec. 2005. Web. 12 Sept. 2014. • Kastberg, S., & Leatham, K. (2005). Research on graphing calculators at the secondary level: Implications for mathematics teacher education. Contemporary Issues in Technology and Teacher Education [Online serial], 5(1). Available: http://www.citejournal.org/vol5/iss1/mathematics/article1.cfm