Abstracts of Research Papers:

Research Papers

CAS Calculators in Calculus: TI 89 versus TI 83
Marlena Herman and Eric Milou
Rowan University Mathematics Department, 201 Mullica Hill Road, Glassboro, NJ 08028
herman@rowan.edu , milou@rowan.edu

The use of computer algebra systems (CAS) is the source of much debate in college mathematics. This study compares the use of TI-89 graphing calculators with CAS capabilities to that of TI-83 graphing calculators without CAS capabilities in Calculus I. On thirteen items administered to college students over the course of a semester, there were no statistical differences in favour of the TI-83 group (n = 63) while the TI-89 group (n = 54) outperformed the TI-83 group on four items. Of these four items, one item was procedural and three items were conceptual in nature. Results support the use of CAS technology, indicating that the technology can enhance the teaching and learning of calculus at the conceptual level without the deterioration of skill.

Effects of Computer Algebra System on Secondary Students’ Achievement in Mathematics: A Pilot Study in Singapore
Ng Wee Leng
National Institute of Education, Nanyang Technological University, Singapore
wlng@nie.edu.sg

Software which can manipulate mathematical objects as fast as scientific calculators can process numbers, commonly known as a Computer Algebra System or CAS, is poised to change the way mathematics is learnt and taught in schools. Many studies have been conducted in various countries to assess the impact of CAS on mathematics education. However, till this date, no similar study has been done in Singapore. This paper describes a pilot study on the effects of CAS on secondary school students in Singapore which utilised a quasi-experimental design in which two classes of Secondary 3 students were involved.

A CAS Intervention Programme involving the use of the TI-92 CAS calculator was conducted between June and November 2002 during which the experimental group had access to CAS and attended a series of CAS-based lessons while the control group attended non-CAS-based ones using scientific calculators. Applications of ANCOVA on the scores of the experimental and control groups on class tests and on the year-end comprehensive examination controlling for initial differences found no significant difference. Gender differences and students’ attitudes toward the TI-92 were also analysed. This study is a strand of our principal study to identify factors that could influence the integration of CAS in mathematics curriculum in Singapore.

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Student Difficulties in Graphing Effectively with a Graphics Calculator
John Berry¹, Ted Graham¹ and Andy Smith².
¹University of Plymouth, Drake Circus, Plymouth, Devon UK ²Stockport College of Further Education, South Stockport, SK1 3UQ
J .Berry@plymouth.ac.uk; E.Graham@plymouth.ac.uk; andy.smith@stockport.ac.uk

The key-recorder is a software application that has been developed to capture all of the key strokes made by a graphics calculator user. This paper looks at data that has been gathered, using this method, for students who are working on graph sketching problems. The analysis has led to the identification of both technical and conceptual areas of difficulty. The interplay of these two different types of difficulty is discussed as examples of students’ work are considered. The paper notes that to avoid the types of difficulty that have been observed, students need to have both technical competence with the calculator and the ability to develop an enquiring approach when using graphics calculators to explore or sketch the graphs of functions.

Novice Algebra Students may be ready for CAS but are CAS tools ready for Novice Algebra Students
Michael Edwards
Department of Mathematics and Computer Science, John Carroll University, University Heights, Ohio USA 44118
mtoddedwards@jcu.edu

As the popularity, accessibility, and power of hand-held computer algebra systems (CAS) continue to grow, the need to explore and discuss technological limitations of the tools becomes increasingly important for educators, students and the community at large. In the paragraphs that follow, a critical investigation of the TI-92+ CAS is provided. Drawing from research findings taken from a year-long study of CAS with second year algebra students, difficulties surrounding day-to-day use of the TI-92+ are illustrated with calculator screen shots and student quotes. The effectiveness of the TI-92+ CAS both as a “black box” and “white box” teaching tool is discussed at length. The article concludes with a call for more pedagogically appropriate CAS and more engaging algebra at all levels of instruction.

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