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Graphics calculators in the mathematics curriculum: Integration or differentiation?

Bradley, J., Kissane, B. and Kemp, M. (1996) Graphics calculators in the mathematics curriculum: Integration or differentiation? In: 5th Annual Teaching Learning Forum, February 1996, Murdoch University, Murdoch, W.A pp. 21-25.

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Graphics calculators are examples of powerful technologies that we want our students to learn to use well. However if we use them in our courses only for learning, students will not regard them with due importance because they are not integrated into the assessment. On the other hand, if graphics calculators are integrated into both learning and assessment there are risks associated with students becoming calculator dependent, issues of equity arise associated with calculator access and there may be problems with setting an appropriate examination. We discuss this dilemma in the light of our experiences and the reactions of our students over the last two years.

Item Type: Conference Paper
Murdoch Affiliation(s): School of Education
Conference Website:
Notes: Appears In: Teaching and Learning within and across disciplines. Proceedings of the 5th Annual Teaching Learning Forum
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