Abstract
AbstractThis article discusses the use of a scientific calculator in teaching calculus by using representations of mathematics notions in different sub-languages (analytical, graphical, symbolical, verbal, numerical and computer language). Our long-term experience shows that this may have a positive and significant effect on the enhancement of conceptual understanding of mathematical concepts and approaches. This transcends the basic computational uses, and implies a potential for real improvement in the learning success, cognitive motivation and problem solving skills of the student. We illustrate the steps we have taken towards doing this through some examples.
Highlights
Despite the near half-century of their widespread presence in schools, colleges and universities, educators have yet to agree on the best way to use electronic pocket calculators in teaching
Some claim that the use of electronic pocket calculators harms mathematics learning, while others are indifferent to their presence and are not fully aware of recent steps in their development
Many school and university teachers ignore the possible benefits of calculator use in teaching mathematics, or other fields of STEM (Kissane and Kemp, 2013)
Summary
Despite the near half-century of their widespread presence in schools, colleges and universities, educators have yet to agree on the best way to use electronic pocket calculators in teaching. Relatively few educators pay enough attention to the broad educational opportunities. This is very important nowadays, because academic institutions have been dealing with the failure of students in the first year of their studies in general and especially in mathematical courses (Lowe and Cook, 2003; Yorke and Longden, 2004). Undergraduate students have difficulties in understanding definitions and various representation of mathematical concepts It is because teaching and learning in high school is still based more on algorithmic exercises and memorization, rather than on deeper understanding of mathematical language and using its computer applications in solving complex and interesting problems. Using the scientific calculator may contribute to a reduction of this gap between enough developed algorithmic skills of novice engineering students and insufficiency of research, creative and critical mental skills, required in our current academic studies
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