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[Phys-L] Re: Why Calculators? (Was: Calculators a Distraction?)



My theory is that when graphing calculators became fairly affordable
(e.g. TI-81) the math teachers spent considerable effort designing a
full curriculum around them. In fact, one of the math professors at
Bluffton University worked with TI to help provide the math teacher
perspective. He authored several books aimed at getting graphing
calculators (specifically TI) into the school systems, and his books
were widely adopted for a while. I believe, for example, the State of
Texas adopted some of his books statewide. It would appear he made a
small fortune. The math-teacher-TI partnership was highly marketed and
made a lot of money for some people.

Much sooner than anticipated, computers became nearly as ubiquitous as
calculators. The math teachers were slow to give up the calculators
they had developed their curriculum around. The professor/author here
at Bluffton saw the writing on the wall and actually quit teaching math
about 10 years ago. But other teachers hung on, and we still have some
high schools and some colleges/universities requiring graphing
calculators for math classes.

One problem with switching over to computers is that specific math
software such as Mathematica and Maple is pretty expensive. But I think
math teachers have missed the mark by nearly ignoring Excel or Quattro
Pro, both of which are inexpensive, and one or the other is often
bundled with new computer purchases. When not bundled, students can
obtain MS-Office for around $10 if the school has the appropriate site
license.

In my teaching I find that students come with graphing calculators and
know practically nothing about them. These were required or recommended
by their math teachers, but students never spent enough time with them
to learn them. But who would? It's too tedious, particularly if a
computer is nearby. Data entry alone (entry, confirmation, editing, and
saving/recall) on a computer is so much better than on a calculator that
I wouldn't begin to use a calculator for anything with even 5 or 6 data
points, let alone more, if a computer were handy. Students make way too
many data entry errors on their calculators and don't have easy ways to
spot the errors and fix them. Storing data for later use is a joke.

As a few others have stated, I recommend my students abandon the
calculator altogether, or at least do one of the following (a) buy a
simple solar calculator (non graphing) and learn how to use it for
routine arithmetic, (b) learn how to use their graphing calculator for
just routine arithmetic and forget about everything else it can do.
Then, for graphing and for working with data, learn Excel or Quattro
Pro.

If math teachers in your school still insist on doing things with
graphing calculators, someone needs to sit down with them and explain
the following... (1) you are way behind the times, (2) it ain't
working... students coming into our classes don't know how to use their
calculators. Students don't understand them and typically can't even do
ordinary arithmetic on them without making numerous errors. Give it up.
Develop a new curriculum.

Michael D. Edmiston, Ph.D.
Professor of Physics and Chemistry
Bluffton University
Bluffton, OH 45817
(419)-358-3270
edmiston@bluffton.edu