Comparing Computer Algebra Systems in Calculus I: TI-Nspire CAS versus TI-89
By Paul Laumakis and Marlena Herman
Abstract: The purpose of this study is to investigate whether or not students’ understanding of mathematical content typically covered in calculus courses is enhanced by using the TI-Nspire CAS instead of the TI-89. The study was conducted over two phases at a mid-size university in the northeastern United States in Calculus I and Accelerated Calculus I. In Phase 1, the TI-Nspire CAS calculator was used sporadically throughout one semester in experimental groups, while control groups used only the TI-89 calculator. Statistically significant differences favoring the TI-Nspire CAS group occurred on 2 of 6 quizzes in Calculus I, but no statistically significant differences were found in Accelerated Calculus I. In Phase 2, the TI-Nspire CAS was used during every class of one semester in experimental groups, while control groups used only the TI-89. No statistically significant differences were found in Calculus I, but statistically significant differences favoring the TI-Nspire CAS group occurred on the last 2 of 7 quizzes in Accelerated Calculus I. Students reported a very steep learning curve when using the TI-Nspire CAS, causing up to a whole semester of fully integrated use to become comfortable enough to use it effectively. They appreciated the dynamic graphical capabilities, especially grab-and-drag and data-capture features. However, they were indifferent to “pretty print” symbolic manipulations, holding the belief that they should know how to do calculations by hand. Recommendations for educators are provided.
App for Addition and Subtraction of Integers
By Debbie Marie B. Verzosa, Ma. Louise Antonette N. De Las Peñas, Maria Alva Q. Aberin and Len
Patrick Dominic M. Garces
Abstract: This paper presents a mobile app, AlgeOps, created to assist students in understanding addition and subtraction of integers. The design of the app amalgamated the neutralization model (based on cancelling integers of opposite signs) and the number line model to offer a more holistic representation of integers. Furthermore, since AlgeOps presents two objects, boxes and balloons, the learning objective may be extended to adding and subtracting polynomials. Pre- and post-assessments, student observations and interviews with teachers and students revealed the app can increase performance, facilitate conceptual development, and increase engagement in tasks involving integer addition and subtraction.
That journal has a history”: Overview of the technological tools and theories studied in the International Journal for Technology in Mathematics Education in 2004-2018
By Taro Fujita
Abstract: This paper constructs an overview of the historical development of the International Journal for Technology in Mathematics Education (IJTME) during the period 2004-2018. The titles of the published papers in this period are examined, focusing on what technological tools were studied, and what theoretical ideas were used to study the teaching and learning of mathematics with technology. This analysis shows the ways in which the IJTME has particularly focused on how students use, or can be helped to use, technological tools (mainly CAS, dynamic geometry software and calculators), as opposed to other possible topics such as historical analysis, policy, or international comparisons in the teaching and learning of mathematics with technology. The areas of mathematics primarily addressed by the articles are algebra and geometry, informed by the development of certain theoretical ideas (from instrumentation theory to activity theory for example) over the last 15 years. While the journal should keep investigating this area of research, it is also essential to extend the journal’s scope to wider perspectives including sustainability of historical developments of technological tools, book review, systematic literature review, dialogues between our community members through commentaries on the published papers, and so on.