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Science and Mathematics Teachers Perceptions' of Graphing Calculators and
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, University of Houston-Downtown, United States

Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Abstract: Graphing calculators have been suggested as one tool that can be used to facilitate increased integration between mathematics and science. This paper investigates the graphing calculator as an innovation with a group of high school mathematics and science teachers (n = 43) who are participating in a year-long inservice program to increase mathematics and science integration. The Stages of Concern Questionnaire (SoCQ) was given to the teachers to assess their concerns about graphing calculators. Results demonstrate that although math teachers are more familiar with graphing calculators, both groups have similar concerns and that these concerns focus on high information stage concerns, high personal stage concerns, and high collaboration stage concerns.

Citation

Slough, S. (2002). Science and Mathematics Teachers Perceptions' of Graphing Calculators and. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 2139-2143). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 2, 2020 from .

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