Graphing Technology Helps Narrow the Digital Divide

Autor/in	de Hoyos, Maria
Titel	Graphing Technology Helps Narrow the Digital Divide
Quelle	In: Mathematics Teacher: Learning and Teaching PK-12, 114 (2021) 10, S.768-775 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0025-5769
Schlagwörter	Mathematics Instruction; Teaching Methods; Graphing Calculators; Educational Change; Pandemics; COVID-19; Technology Uses in Education; Student Evaluation; Evaluation Methods; Algebra; Internet; Educational Resources; Technological Literacy; Computer Software; Usability; Independent Study; Access to Education + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grafischer Taschenrechner; Bildungsreform; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Schulnote; Studentische Bewertung; Bildungsmittel; Technisches Wissen; Selbststudium; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	The challenges experienced by schools as a result of the COVID-19 pandemic led to numerous changes and forced teachers to rethink the way teachers use technology, both to communicate with students and to support their mathematics learning. To illustrate these changes in curriculum, teaching, and assessment, the author uses the topic of rational functions. Rational functions are hard to approach from an abstract point-plotting perspective, and it has been suggested that students may be able to understand these functions better by "identifying their algebraic features such as zeros, asymptotes, turning points, and y-intercepts" (Watson, Jones, and Pratt 2013, p. 193). Graphing technologies are, therefore, relevant in presenting the topic of rational functions. In this example, the author used Desmos online graphing calculator because of its relevance to the topic and its accessibility: It is freely available to anyone with access to the internet on a computer, tablet, or smartphone (Desmos 2020). Desmos is also intuitively easy to use, and within minutes students can be creating graphs of functions. However, teachers must be aware that the adoption of certain technology in the classroom can exacerbate the digital divide rather than help close the gap. Until recently, computer algebra systems referred mainly to handheld graphing calculators. Now a range of algebraic and graphical applications are: (1) free; and (2) easy to use. These applications are more accessible and, thus, can help reduce the digital divide. (ERIC).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01