Literaturnachweis - Detailanzeige
| Autor/in | Kissane, Barry |
|---|---|
| Titel | Learning with Calculators: Doing More with Less |
| Quelle | In: Australian Mathematics Teacher, 73 (2017) 1, S.3-11 (9 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0045-0685 |
| Schlagwörter | Foreign Countries; Calculators; Educational Technology; Teaching Methods; Technology Uses in Education; Mathematical Concepts; Computation; Fractions; Secondary School Mathematics; Mathematics Instruction; Australia |
| Abstract | It seems that calculators continue to be misunderstood as devices solely for calculation, although the likely contributions to learning mathematics with modern calculators arise from other characteristics. A four-part model to understand the educational significance of calculators underpins this paper. Each of the four components (representation, calculation, exploration and affirmation) is highlighted and illustrated, mostly with relatively unsophisticated modern calculators such as those widely accessible to students in years 6-10, but also recognizing some calculator features not available to young Australian students. Intelligent use of calculators at these levels of schooling offers many opportunities for students to develop a solid understanding of key aspects of mathematics through their own actions, provided our apparent obsession with calculators as merely "answering devices" is overcome. (As Provided). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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