USING GRAPHIC CALCULATOR IN TRIGONOMETRIC LEARNING: A DIDACTICAL DESIGN FOR TEACHER

This study explored the activitiesusing a graphing calculator of 10th-grade high school students on the trigonometry topic. A total of 65 students were divided into two classes, the first class consisted of 32 students, and the second class consisted of 33 students. The main objective of this study is to present classroom activities enriched with graphing calculators and observe responses about teaching with this approach. This study is research on developing learning designs within the Didactical Design Research (DDR) framework presented in an exploratory narrative. Data were collected by using two trigonometry worksheets and lesson observations. The worksheets were constructed based on the following focus areas: behaviour of graphs, constructing related-angle formula, and overall performance of the learner. The result of this research is a learning design that has been tested on 65 high school students. The research results on how to analyze the results of the implementation of structured learning designs provide information that educators can use, including the use of graphing calculators to help and make it easier for students to identify graphs more quickly and make students accustomed to using trigonometric function symbols. Another finding from structured instructional designs is that working in groups allows students to share experiences more effectively.

Batman Reimagined

Inspired by the “Batman Equation” of 2011, this article presents a challenging and engaging process for graphing complicated designs from just a single parametric equation pair. Reinforces numerous analytic geometry skills. Works in popular graphing software such as Desmos or GeoGebra, or even graphing calculators.

The Role of Situational Context in High School Teachers Use of Graphing Calculator in Mathematics Instruction

By taking into consideration the significance of the socio-economic contexts, this research investigates teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. In general, the participants' perceptions of the role of the graphing calculator were dependent on the context within which it was used. Also, the participants played a crucial role in determining the nature of graphing calculator use with the low-SES school's participants appearing not to involve their students in lessons that capitalized on the powerful characteristics of graphing calculators. To tease out the role of the situation context, a four-component framework was conceptualized consisting of teacher, student, subject matter, and graphing calculator use. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. The continuous interactions of the components of this framework suggest that equity issues in connection to the nature of graphing calculator use should be an ongoing process that is continuously locating strategies that will afford all students appropriate access and use of graphing calculators.

THE USE OF GRAPHIC CALCULATOR IN MATHEMATICS LEARNING: IS IT STILL RELEVANT?

<p class="E-JOURNALAbstractBodyEnglish">In the middle of the advancement of technology today where the rapid development of a wide range of software that can be used in mathematics, it seems the use of graphing calculators in the classroom are being abandoned. Relatively expensive, parents and schools tend to think twice before buying a graphing calculator for their children as well as the availability of media learning in school. However, is it true that the used of graphic calculator are not relevant at this time? It is intended to be a review of theory to answer these questions.</p>

Research-Based Strategies in an Electric Circuits Lab

This study reports the outcomes of comparing three methods to carry out a physics laboratory with active learning strategies: Tutorials in Introductory Physics (Tutorials) and RealTime Physics (RTP). A sample of 476 students was divided into three groups, about one third of the students used Tutorials, another third used RTP, and the last third used RTP with graphing calculators and probes. A multiple choice test was used to find that the three groups had statistically-significant differences on conceptual understanding of current concepts. Additionally, it was found differences in gains among the three groups using a multiple-choice pretest and posttest. With an analysis of misconceptions it was found that an important portion of students still holding misconceptions. The change of instruction seems to affect conceptual understanding when students have to analyze difficult circuits. Besides, it was found that students still holding misconceptions, they continue using terms like current and voltage interchangeably.