CALCULATOR APPLICATION FOR BIVARIATE DATA ANALYSIS: A TEACHERS’ TEACHING METHODS REPERTOIRE TECHNOLOGY SUPPLEMENT

Abstract

This paper is a follow up to South Africa mathematics teachers’ request for teaching methods in which calculators are applied. It explored teachers’ teaching methods as a basis for the deducing teaching methods which require the application of calculator for instruction. Pragmatist philosophy facilitated the application of a combination of qualitative and quantitative research methods to enhance validity. Data was gathered from purposive sample of SHARP model EL-531 WH direct algebraic logic calculator manual analysis. This was the preferred calculator (rich source) available in the schools. Further document analysis was focused on mathematics textbooks and mathematics teaching methods. A survey of a purposive sample size (n = 49) teachers’ preferred mathematics teaching methods was carried out in the circuit. Focus group discussions with mathematics teachers funnelled to group perceptions. Direct quotations for qualitative data were used to present accurate reflection of opinions from individual participants’ registers. The study found that, most teachers (84%) preferred lecture and demonstration as the method for bivariate data instruction using calculators. The rationale was that it is a skills development technique which reserved teachers’ mathematics expert power. Unfortunately, some teachers were not experts in calculator applications. Project method was rated lowest because teachers have low knowledge of its use. This study’s participants learned how to interpret calculator manuals. This was an important contribution of the study to teacher skills development. In addition, the study’s formulation of project teaching method as one of the methods which can be used to teach bivariate data using calculators was its’ main contribution to teachers of mathematics. The calculator is mainly used as a motivation tool for computation. The study recommends the following teaching method: start by storytelling (Fuller-the human calculator of Virginia) is ideal. Plan the project from a problem project perspective to involve learners in solving the problem. Demonstrate the application of the calculator to check to the manual computation.