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Graphing Calculators as a Mindtool Adam Curtis February 2, 2014 TLED 530 Old Dominion University

Graphing Calculators as a Mindtool With technology becoming such an essential part of our society, comes the need to learn how to integrate this technology into our lives. This especially includes how we learn and share information. This is the function of a Mindtool. A Mindtool can be defined in many ways, but overall it is a computer-based application that aids and fosters critical thinking and the sharing and organizing of information (Jonasson, 2000). They act as intellectual partners and work to achieve the desired goal of the learner (2000). I believe calculators are perfect examples of Mindtools. Because of the many different types of calculators, I will primarily focus on the graphing calculator as a Mindtool. A graphing calculator is a handheld device used for numerous functions such as addition, subtraction, multiplication, and division. Where graphing calculators differ from normal calculators is the higher level functions. Graphing calculators can graph functions, perform statistical analysis, and compute financial functions. These calculators are made by several companies, the biggest of which is Texas Instruments and they can be found at most office supply stores such as Staples, Office Depot, and Best Buy. The purpose of a calculator is to aid in the computation of mathematical problems. To operate a calculator, the user must have the proper knowledge to enter the correct information in order to get the correct, desired results; for this reason it serves as a cognitive partnership. They allow the user to quickly move through the time consuming computations and focus more on understanding the concepts and how to set up the problem (Pomerantz, 1997). I believe graphing calculators fit perfectly in the criterion to be considered a Mindtool. It is a computer-based device utilizing a software program to aid in the learning process. It allows the user to quickly and accurately compute problems, which allows more time for learning

higher level math. It is also a great device to quickly explore different problems, for example; a teacher can instruct the class to input a function to be graphed. He or she can then tell the students to alter the function in order to show the change in the graph, and illustrate how each piece of the function effects the graph. One of the most powerful aspects of the graphing calculator is its many uses across different subjects. While its limited to mathematical computations, these computations are found in statistics, finance, engineering, chemistry and many others. Calculators can also further engage students in the subject matter. Doing small, time-consuming computations can discourage a student, especially when mistakes are made, and calculators help to remove this discouragement from the classroom (Pomerantz, 1997). The skills used to operate the calculator can also be transferred across subjects. To properly use a graphing calculator the user must organize the information, and in a sense, use it as a language to analyze the problem to teach or to learn the material. This ability to decipher the code of mathematics is similar to understanding economic models, financial predictions, and any material where information must be organized and deciphered to solve the problem. The graphing calculator does, however, have its drawbacks. I believe its biggest problem is its affordability. It may not be overly expensive for an individual, but to provide a fair education across different schools, lots of calculators must be purchased by the schools to provide the students. Using calculators in school will not work if not all students have access to them. Affording these calculators is attainable, just costly to the school systems. Another drawback is its simplicity. While using the basic functions of the calculators may be easy, the higher level functions require a higher level of understanding. For this reason, using the calculator in the classroom requires the teacher to teach the students how to use the calculator properly to fully utilize its power.

There is a lot of debate regarding the use of calculators in the classroom. The argument is that calculators do too much work for the student, and cause the students to not fully learn the basic material. I believe the opposite; I believe calculators promote engagement of the students as well as preparing the students for life after school, where tools such as calculators are regularly used. For this reason I strongly believe calculators are one of the most powerful Mindtools in our society, and have contributed a great amount to the success many teachers have had in teaching mathematics.

References Jonasson, D.H. (2000). Computers as mindtools for schools, engaging critical thinking. Prentice Hall. Retrieved from https://www.blackboard.odu.edu/bbcswebdav/pid-3914887-dtcontent-rid3358913_2/courses/201320_SPRING_TLED530_24058/201220_SPRING_TLED530_2 7623_ImportedContent_20130110105452/201210_FALL_TLED430_15593_ImportedCo ntent_20120827110407/mindtools.pdf Pomerantz, H. (1997). The role of calculators in math education. Retrieved from http://education.ti.com/sites/US/downloads/pdf/therole.pdf