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Graphing Technology Helps Narrow the Digital Divide

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Title: Graphing Technology Helps Narrow the Digital Divide
Language: English
Authors: de Hoyos, Maria
Source: Mathematics Teacher: Learning and Teaching PK-12. Oct 2021 114(10):768-775.
Availability: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
Peer Reviewed: Y
Page Count: 8
Publication Date: 2021
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Mathematics Instruction, Teaching Methods, Graphing Calculators, Educational Change, Pandemics, COVID-19, Technology Uses in Education, Student Evaluation, Evaluation Methods, Algebra, Internet, Educational Resources, Technological Literacy, Computer Software, Usability, Independent Study, Access to Education
DOI: 10.5951/MTLT.2020.0394
ISSN: 0025-5769
Abstract: The challenges experienced by schools as a result of the COVID-19 pandemic led to numerous changes and forced teachers to rethink the way teachers use technology, both to communicate with students and to support their mathematics learning. To illustrate these changes in curriculum, teaching, and assessment, the author uses the topic of rational functions. Rational functions are hard to approach from an abstract point-plotting perspective, and it has been suggested that students may be able to understand these functions better by "identifying their algebraic features such as zeros, asymptotes, turning points, and y-intercepts" (Watson, Jones, and Pratt 2013, p. 193). Graphing technologies are, therefore, relevant in presenting the topic of rational functions. In this example, the author used Desmos online graphing calculator because of its relevance to the topic and its accessibility: It is freely available to anyone with access to the internet on a computer, tablet, or smartphone (Desmos 2020). Desmos is also intuitively easy to use, and within minutes students can be creating graphs of functions. However, teachers must be aware that the adoption of certain technology in the classroom can exacerbate the digital divide rather than help close the gap. Until recently, computer algebra systems referred mainly to handheld graphing calculators. Now a range of algebraic and graphical applications are: (1) free; and (2) easy to use. These applications are more accessible and, thus, can help reduce the digital divide.
Abstractor: ERIC
Entry Date: 2021
Accession Number: EJ1312383
Database: ERIC
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  Data: National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/
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  Data: The challenges experienced by schools as a result of the COVID-19 pandemic led to numerous changes and forced teachers to rethink the way teachers use technology, both to communicate with students and to support their mathematics learning. To illustrate these changes in curriculum, teaching, and assessment, the author uses the topic of rational functions. Rational functions are hard to approach from an abstract point-plotting perspective, and it has been suggested that students may be able to understand these functions better by "identifying their algebraic features such as zeros, asymptotes, turning points, and y-intercepts" (Watson, Jones, and Pratt 2013, p. 193). Graphing technologies are, therefore, relevant in presenting the topic of rational functions. In this example, the author used Desmos online graphing calculator because of its relevance to the topic and its accessibility: It is freely available to anyone with access to the internet on a computer, tablet, or smartphone (Desmos 2020). Desmos is also intuitively easy to use, and within minutes students can be creating graphs of functions. However, teachers must be aware that the adoption of certain technology in the classroom can exacerbate the digital divide rather than help close the gap. Until recently, computer algebra systems referred mainly to handheld graphing calculators. Now a range of algebraic and graphical applications are: (1) free; and (2) easy to use. These applications are more accessible and, thus, can help reduce the digital divide.
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