Re: Sophisticated calculators

[David Simmons <dsimmon@uoft02.utoledo.edu>]

LUDWIK KOWALSKI wrote:

> Suppose he just opened the box and is trying to
> learn about the gadget from the guidebook included. My guess is that the
> kid would be frustrated and would give up very quickly. 

Kids don't "read the fine manual". They learn from their friends.

> I have done these things
> with other tools and I can not imagine how anyone can enjoy Ti83.

I like other tools, too. Every 'new' toy has a learning curve. All my students hace a graphic 
calc and I want to make the best of the situation.

> ...How can I enjoy programming when I discover
> that even simple expressions can not be typed directly? The words such as
> IF or ELSE, or operators such as < or =, etc. must be cut from menus and
> pasted into programs. And I must remember how to generate these menus and
> submenus (which keys to press and in what order). And the screen is so
> tiny. And the debugging is so difficult. And ...

Takes a while to learn, yes. Most programs are already available and free for the 
downloading. I find that my students enjoy some "simple" programing.

> I know it is not wise to formulate an opinion on the basis of a one-day
> impression. But I have a desire to share these reflections. What do you
> think about graphic calculators? How many of you use them in the CBL
> activities? I also was motivated by the prospect of taking students
> outside for data gathering. But I may change my mind. The learning curve
> is so steep. 

First few labs I did with CBLs I agreed with you. But, after three or four experiences the 
students get ahead of me and begin generating the ideas and problem solutions. I spent a week 
last summer at a T^3 workshop and learned a lot. Much more than dinking around in the lab 
with a CBL and manual by myself. This summer we are offering the workshop at our school.


> But are they worth using? What evidence is
> available that teaching high school mathematics with them is more
> productive than teaching it traditionally?

I don't have data. But, look at the broader question. Is ANY technology (or teaching method) 
worth using? I believe this depends on the teacher and his/her students. Remember the 
technology should be secondary to the learning. I can say that I like the portability, the 
immediacy, and the power to visualize. I think graphic calculators and CBLs CAN be a positive 
in the science or math classroom. But, it depends on how they are used.

Dave

-- 
David A. Simmons
St. John's Jesuit High School
Toledo OH
<dsimmon@uoft02.utoledo.edu>