Abstract
In an increasing number of mathematics classes throughout the world, technology is being used for the teaching and learning of mathematics. But knowledge is limited about the long-term development of students’ mathematical thinking when learning mathematics with the use of technology. This article reports on the development of a student and the role of the graphing calculator (GC) in his learning about derivatives and instantaneous rate of change. This case is compelling, because the student is an intensive user of the GC and develops flexible problem-solving techniques – techniques which differ from those of his peers and from what he was taught in mathematics class. We used the framework of instrumental genesis to investigate how this student’s mathematical thinking was affected by the use of the GC. Over a 2-year period, we administered four task-based interviews involving problems on instantaneous rate of change situated in contexts. We found that the use of the GC may facilitate a learning process in which instrumentation schemes involving symbolical representations develop separately from those for the graphical and numerical use of the GC.
Highlights
In an increasing number of mathematics classes throughout the world, technology is being used for the teaching and learning of mathematics
When Andy was in grade 10, the concept of derivative was not yet introduced in his mathematics classes
There is no evidence that graphing utilities of the graphing calculator (GC) were used or mentioned in his physics classes, but in his mathematics classes the GC was used for plotting graphs
Summary
In an increasing number of mathematics classes throughout the world, technology is being used for the teaching and learning of mathematics. Trouche and Drijvers (2010) offered examples of changes in mathematical knowledge that are affected by the use of the GC, such as how the meaning of an equation can become more graphical to some students or how students’ ideas about the graphical representation of a function can be hindered by inappropriate GC-window settings and pixel effects. Another effect of the use of the GC is the adoption by some students of a trial-and-error, button-pressing strategy to solve problems (Berry and Graham 2005). They suggest that case studies of students while solving problems would be needed to answer such questions
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
