Graphing calculators and students' interpretations of results: a study in four upper secondary classes in Sweden

Abstract

Thanks to a drastic change in the availability of graphing tools in the teaching and learning of mathematics, a similar change in written and oral ways to communicate the subject can be expected. In several reports students' participation in mathematics and students' views of the use of electronic tools like graphing calculators are discussed. A study in upper secondary classes in Sweden confirms that test items can be classified according to how students tend to record their written solutions. Logical solutions recorded in a traditional way are not mastered sufficiently, and when a modern approach with graphing calculators is used, at least two difficulties must be taken into account. The student must have technical insight to be able to interpret the information given on a graphics screen, and the student must also have a sufficiently good mathematical understanding to realize the connection between the current problem and the possibilities given by the tool. Some consequences for mathematics education are discussed.