New calculator technologies and examinations (original) (raw)
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Over the past two decades, graphics calculators have been prominent in many discussions of technology in mathematics education. This paper describes how they have become part of teaching, learning and assessment in school mathematics in each of three different countries: Australia, Singapore and the United States of America, as well as directions for future use. Critical issues associated with effective implementation of graphics calculators into the school mathematics curriculum are highlighted, including the nature of school mathematics, examination practices, Computer Algebra Systems, the support of teachers and students, curriculum change and development, the focus on learning, dealing with inherent limitations of graphics calculators, school and university differences, future technologies.
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The past three decades has seen many mathematics departments adopting plans for the appropriate use of instructional technology tools in the learning and teaching of mathematics, and in the assessment of mathematics learning.
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Assessment in calculus in the presence of graphics calculators
Mathematics Education Research Journal, 2002
In this paper we explore the extent and nature of students' calculator usage as determined from examination scripts in the Western Australian Calculus Tertiary Entrance Examination. Errors made and understanding called upon are discussed for seven questions. The inquiry highlights that skills associated with graphical interpretation need to be the subject of instruction, and that an awareness of the differing cognitive demands of graphical interpretation is needed when setting assessment items.
International Journal of Mathematical Education in Science and Technology, 2001
The paper describes an inquiry into students' uses of graphics calculators in the Tertiary Entrance Examination of Calculus in Western Australia for 1998, which was the rst year that calculators were allowed for the examination. The prevalence of calculator usage and marks allocated for six questions are considered, based on data collected from examination markers. The nature of calculator usage is described, including errors made, based on our perusal of examination scripts and interviews with students, teachers and markers. A comparative analysis of boys' and girls' performance, as measured by raw examination scores on the examination for 1995-1998 is given. The results suggest that the main areas of diYculty for students are interpreting graphics calculator outputs and knowing when use of graphics calculators is appropriate or possible. While initial indications are that the eVect of introducing the calculators is non-discriminatory between boys and girls, no claims can be made without longer-term analysis.