Use and abuse of calculators: implications for mathematics education

Fostering mathematical understanding and sense for numbers is an objective for current mathematics education. This paper presents a historical vision of the use of numbers and of calculation processes and reflects about the current need of electronic calculators. The coexistence of two different mathematical systems, one based on the Greek axiomatic mathematics and another, the floating point system, used in electronic calculators, can lead to some confusions that which affects the teaching of mathematics, especially in the numerical sense development. The paper also presents common mistakes caused by the missing verification of the results from calculations or lack of awareness about the limitations of calculators. Finally, the implications those elements have on the mathematical education are presented together with some conclusions

Memórias III

Memória da instalação, em Portugal, dos primeiros Calculadores e Computadores electrónicos no início dos anos 1960's.Memory of the electronic Calculators and electronic Computers used at Portugal in the begining of 1960

The Use and Influence of Technology in Mathematics Education

The use of various types of technologies in the classroom and examinations is growing rapidly and is strongly influencing teaching and learning practices. In this paper, we will look at particular situations on how various technologies such as numerically capable calculators, graphics calculators, and technological tools that are CAS enabled or have CAS with Dynamic Geometry, impact students\u27 learning. We also discuss briefly the educational opportunities that are made available by the emergence of graphics calculators with capabilities of handling electronic learning activities, such as Casio’s Class Pad (see [1]) and Casio’s 9860 graphics calculator

Computer Programs Supporting the Teaching of Statistics

During the past few years there has been an increasing interest in developing computer packages to enhance the teaching of elementary statistics. The conventional ways of teaching statistics have used such devices as desk calculators, tables of functions, short-cut calculating formulas and electronic calculators, etc. to manipulate the involved computations. Electronic computers, in the past decade, have been broadly used in universities and colleges in many ways. It is only natural to extend the use of computers to the teaching function. Remote terminals can now be installed in any classroom and bring the computer to the students

A Study of E-Cheating Habit of Students in Three Selected Universities in Nigeria.

Several studies have emerged on examination misconduct in Nigeria, but „e-cheating‟ habit of students, a new form of examination fraud is yet to be given adequate attention in the literature. This study is provoked to address this problem not only in the country but also in academic scholarship. Using three selected Universities samples, the study examines methods which students are using in engaging ICTs to perpetuate examination misconduct. Relying on raw data of one hundred and ninetynine (199) students retrieved, the study attempted to uncover if a significant difference exists in echeating habit between ICT-compliant students and other students in rubrics not science-oriented. It equally tried to discover if there is a significant difference in e-cheatng habit between male and female students. Drawing on the recorded data in each institution, the study reported five ICT tools associated with examination misconduct. Using chi-square (X2) to test the hypotheses, the study reported a significant difference between ICT-complinat students and other students in rubrics not scienceoriented. Finally, it revealed a significant difference in e-cheating habit between male and female students

Gas properties computational procedure suitable for electronic calculators

A calculating procedure is presented, based on a least squares polynomial approximation, for duplicating existing tabular values of selected thermodynamic and transport properties of various important gases. Most of the data refer to ideal gases; however, for functions of both temperature and pressure , the pressure has been specified such that the polynomial approximations have only temperature as the independent variable. Suggested algorithms for polynomial evaluations up to the sixth degree are presented and optimized for hand-held or desk top calculators. Using the suggested polynomial fits and a suitable calculator, it is possible to duplicate existing table values for the various functions of the selected gases without interpolation of reference to the tables per se. The error of the included fits is generally less than 0.5%. With the lowest order approximation the error can be as high as 1%. (Author)The work reported herein is the outcome of a directed study course (AE 4900) in the Department of Aeronautics.http://archive.org/details/gaspropertiescom00andrNAApproved for public release; distribution is unlimited

Calculator use in Western Australian primary schools

There are very few issues in mathematics teaching over the past twenty five years which have caused so much debate among teachers, parents and the community than the use of calculators in primary schools. Letters to newspapers, magazine articles and public comment often express the opinion that the apparent decline in the ability of young people to calculate, even simple computations, is a direct result of the use of calculators in schools. Anecdotal evidence in the form of reports from teaching practice students, personal observation in schools and comments from teachers suggests there is, in fact, very little calculator use in primary classrooms. Where a calculator is used it is for checkil1.g work- an electronic answer book - or for trivial activities, for example to make words appear on the display. No concerted, planned, integrated use as outlined by the Statement on the Use of Calculators and Computers for Mathematics in Australian Schools (AAMT, 1996) or the previous National statement on the use of calculators for mathematics in Australian schools (AAMT, 1987) has been observed at this anecdotal level. So if there is little or no calculator use in primary mathematics classes, what is the cause of this so-called decline in numeracy standards? Debate on this is left to another time

A Mini-History of Computing

This book was produced by George K. Thiruvathukal for the American Institute of Physics to promote interest in the interdisciplinary publication, Computing in Science and Engineering. It accompanied a limited edition set of playing cards that is no longer available (except in PDF). This book features a set of 54 significant computers by era/category, including ancient calculating instruments, pre-electronic mechanical calculators and computers, electronic era computers, and modern computing (minicomputers, maniframes, personal computers, devices, and gaming consoles)