New Tools for Mathematics Learning:

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THE NATURE OF THE TOOLS

Much has been written and said about the potential of computer technology for learning. While most of us have had some experience of at least graph plotters and perhaps spreadsheets, much remains undiscovered by most mathematics teachers. Three critical factors have served in the past to keep technology out of mathematics classrooms: access, affordability and appropriateness. Each of these barriers is crumbling as we speak.

Consider first the problem of access. Walk into any class at present and ask for a show of hands as to how many have a computer at home. Would you expect the proportion to be less than 50%? It seems ironic that our students are likely to have less access to educational technology at school than they have at home.

Figure 3: Geometry on the TI-92

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Increasingly affordable and powerful hand-held technology also promises much for classroom use of technology. The latest generation of graphic calculators effectively bring the computer laboratory into the classroom, offering features which not only include number work, statistics and graphing, but tables of values, animation, even algebra and dynamic geometry. The amazing TI-92 from Texas Instruments (Figures 3 and 4) has the potential to redefine our perceptions of mathematics and technology, and the graphic calculators in just three years may be expected to have more in common with such a tool than with their present counterparts.

Figure 4: Algebra on the TI-92

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With graphic calculators now available for $60, we must begin to ask why we are not using such powerful tools for learning in our mathematics teaching.

The problem of affordability remains relevant, although this too is rapidly becoming a minor issue. When quality software, such as the suite of programs written by Rick Parris in the US, is available free for any Windows or DOS machine, teachers may not only have graph plotting, statistics and dynamic geometry packages (Figure 5) on every computer in the school, but can give copies to students for home access. Other packages include features attractive to both high school and primary school teachers. All are of the highest quality, offer amazing features and are absolutely free.

Figure 5: Free dynamic geometry

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The availability of powerful, free and accessible software tools for mathematics received a boost last year with the release of the MathView plug-in which makes Netscape and the Internet Explorer think that they are the powerful algebra and graphing package, MathVIew (formerly called Theorist) (Figure 6). Since these popular internet browsers are freely available and run identically on any platform, mathematics teachers have an instant tool which offers capabilities to be expected in far more expensive packages.

Figure 6: Netscape thinking it is MathView

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What then of appropriateness? Computer programs for mathematics in the past have been a very mixed bunch, with many offering distinctly negative features for learning. Clearly this is not so with much of the new generation, which are now well-designed to support instead of placing additional barriers between the students and the mathematics they are trying to learn.

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Using the tools effectively

Comments & suggestions? Contact:-smarnold@mac.com