Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers’ Perceptions of Change
Document Type
Conference Proceeding
Publication Date
2002
Publication Title
Proceedings of Society for Information Technology and Teacher Education International Conference
ISBN
978-1-880094-44-0
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 algebra I and II teachers are more familiar with graphing calculators than IPC and chemistry teachers, all four groups have similar concerns and that these concerns focus on high information stage concerns, high personal stage concerns, and high collaboration stage concerns.
Recommended Citation
Chamblee, Gregory, Scott W. Slough.
2002.
"Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers’ Perceptions of Change."
Proceedings of Society for Information Technology and Teacher Education International Conference, Dee Anna Willis, Jerry Price, and Niki Davis (Ed.): 1066-1070 Chesapeake, VA: Association for the Advancement of Computing in Education.
isbn: 978-1-880094-44-0
https://digitalcommons.georgiasouthern.edu/teach-secondary-facpubs/32
