An investigation into the use of graphic calculators for teaching the manipulative aspects of school calculus

Abstract

In a teaching experiment conducted over a period of three weeks, matric pupils were exposed to the teaching of introductory calculus in a graphically enriched environment. Materials were designed to explore and experiment with the rules of differentiation by making use of a graphics calculator, the CASIOf(x) 7000GB'

The motivation for implementing this approach to the teaching of specifically calculus is that the current mathematics curriculum is still dominated by a manipulations - skills mentality which does not allow much space for pupils to explore, experiment with, and create their own mathematics. Mastery of computational skills is still the primary means of assessing pupils' competency in mathematics and as such, does not take advantage of the avenues opened up by the introduction of innovative microcomputer technology.

Underpinned by a constructivist theory of knowledge acquisition which recognizes that pupils possess a mathematical reality of their own and actively construct knowledge in their idiosyncratic ways' this mini thesis reports on the results of the three week long teaching experiment in which it was found that under appropriate conditions' pupils were able to formulate the different manipulation rules of differentiation when exposed to a graphically enriched environment' This report also highlights the necessity of ongoing research in the design and testing of materials to be implemented in a radically different curriculum.