Graphics calculator use in examinations: accident or design?
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As graphics calculators become more available, interest will focus on how to incorporate them appropriately into curriculum structures, and particularly into examinations. We describe and exemplify a typology of use of graphics calculators in mathematics examinations, from the perspective of people designing examinations, together with some principles for the awarding of partial credit to student responses. This typology can be used to help design examinations in which students are permitted to use graphics calculators as well as to interrogate existing examination practice.
|Publication Type:||Journal Article|
|Murdoch Affiliation:||School of Education|
|Publisher:||Australian Association of Mathematics Teachers|
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