BETT 2013: Graphing Calculators

I am booked for a session at the BETT show 2013. So, please come along, say hello and discuss the issues. It’s in the HP stand theatre area at 11:00a.m. on the Saturday, so everyone can be there with no cover needed.

I’ve called it “Dialogic teaching with handheld technology: introducing the HP39gII graphing calculator” to sound flash, but in the end the question must be: ‘How do we get kids talking about their maths?’. Dynamic maths software provides a tool to explore and getting it into the hands of the students lets them talk about it.

I’ve heard that school are getting iPads and Android tablets in class sets. People talk about them as if just having the device will teach students stuff. The question is ‘By what mechanism’. What will produce the change? Clearly you can go to get one person’s didactic explanation of a minute method as per Khan Academy or get free drill and practice in game format like Manga High (or even pay for it with the ubiquitous My Maths). But please teachers, don’t forget that the moment you start to believe this, then you aren’t needed any more! What we need are tools that mediate mathematical exploration. That needs open software that simply gives mathematical responses to mathematical inputs. Look at the current open maths software on iOS or Android and you quickly see how poorly developed they are for educational use. The best software by far is Math Studio (used to be Space Time). This is seriously powerful software (and for an APP prices are now getting a bit more serious at £15), but users will know it is not credible as a school package.

So, how do you get well optimised educational maths software into the hands of students, in an ordinary classroom, with no booking and a very high degree of probability that it will work. Well, you know I’m going to tell you that at present the only solution is graphing calculators. And, heh, as a bonus, they don’t connect to the internet, so no-one will be facebooking when they should be thinking maths (and that’s not a reflection on the activity … adults do this in conference sessions too!), it’s just too strong a temptation.

I’ll make the case in the session by showing off some of my activities, that I hope you will agree, make you think in a qualitatively different way about things like variation and the interrelationships between different presentations of functions.

See you there!

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