Computer Algebra Systems ( Cas )

Should calculators be allowed in math classrooms? Are calculators a necessary tool for students to learn? Many people involved with education might ask themselves those questions. The rapid development of technology in classrooms has changed the way we do many things. Technology has impacted almost everyone in every aspect of life. One of the most impacted aspects is the way I learn and the tools I use to learn. A calculator impacts the way I learn in a math class and even more at high levels of education. College algebra isn’t a simple math class; a lot of formulas and aspects of mathematics are being taught from simple concepts such as whole numbers and integers all the way to complex equations and then applications of algebra in the real world. A simple math mistake in a problem can make it all wrong, so calculators should be used in this kind of

In an Op-Ed by Andrew Hacker “Is Algebra Necessary,” he explains why math is a difficult over glorified subject, that must be removed from high schools and universities. However, Through the power of education, the language of numbers helps us make important decision and preform everyday tasks (learner.org). Math, for many is a challenging subject, but as technology advances, classrooms tailor lessons for students who prefer to engage hands on. Therefore, numbers, symbols and letters are not only for the classroom, but also the real world. I believe math is an important subject, removing it from high schools and universities is not the answer, instead it is necessary to implement technology because math will always be used.

One day during algebra we were learning a new and difficult way to solve an algebra problem. I didn’t know how to do the homework, so I used the internet to teach myself,the website went through step-by-step and taught me and I was able to finish and get all the right answers on my homework. Technology can be a huge positive to someone's learning experience. Every student should be allowed to have a device in the classroom because it allows faster information, different teaching techniques, and teaches you how to find the right information out of many answers .

The “Accelerated Algebra Issue” has been leaving educators and parents over some difficult questions. When should formal algebra be taught? Who should be taking Accelerated Algebra 1/Geometry or any accelerated mathematics course in middle school or in high school? How should algebra be presented and in what form? How should student placement be determined?

In-spite of the global crusade for increasing the use of technology in classrooms to aid teaching and learning, there are some people however who are not so keen to embrace the idea. Those who subscribe to this idea believe that the introduction of technology into the classroom is hurting the teaching and learning of subjects like science and mathematics. In a web article titled “Why Johnny Can’t Add Without a Calculator”, the author Mr. Konstantin Kakaes had this to say about technology in education; “It is beginning to do to our educational system what the transformation to industrial agriculture has done to our food system over the past half century: efficiently produce a deluge of cheap, empty calories” (K, Kakaes, 2012). Against the argument

When using a calculator, show enough working so that your teacher can see the method used.

Three technology tools that can enhance student learning and address individual learning levels, as well as cultural styles when dealing with the content of equations, are (a) gamify various equality statement through puzzle and repetition, (b) a social based activity utilizing equations, and (c) creating a narrative about the topic of equations.

My name is Dawn Porter, I've been attending CCRI for 2 and a half years. This is my third attempt at taking this course. The first time I took this course as a "lab" and dropped out before I really even gave it a chance, at that time I was 50 years old. I thought to myself, since when did math have numbers and letters? I graduated from high school in 1983 and have never been exposed to Algebra except the first time I took this

In the Victorian curriculum numeracy is listed as a general capability which applies across curriculum to different subjects and not just restricted to mathematics. There is a clearly explanation to why numeracy is not restricted to mathematic, thus, why it should not be reported on independently but should be incorporated in the assessment of other subjects such as science, humanities and social science subjects. Additionally, the Victorian curriculum, instructs teachers to use numeracy as a resource for effective learning, and not as a standard for marking students achievement. The Victorian curriculum, defines and explains the importance of numeracy very well and directs the teachers attention to where they need to focus numeracy education, and does not limit the scope of numeracy to mathematics, which allows teachers to enable students to use numeracy in the real world context their through senior secondary studies of VCE or VCAL, or for the workforce itself.

Educators are required to interpret students’ responses to mathematical questions. The purpose of this report was to provide an opportunity to examine the step by step approach to answering problems, interrogate the results and recognise mathematical concepts. There are six questions in total from the Australian Curriculum Assessment Reporting Authority [ACARA], (2012) NAPLAN year nine numeracy non-calculator test. The six questions mentioned in the report are question 12, 14, 16, 18, 22 and 23. Each issue is set out in the report in numerical order with a screen shot of the methods used to solve the question followed by a reflection. The reflection describes my feelings, confidence and approach towards each question along with the type of mathematics used, the year level suitable for each question according to the ACARA (2015) and alternative ideas for solving the six questions.

from. For example, students may know how to graph an equation on a calculator and

For pupils to use a calculator effectively requires a sound knowledge of number. As children learn how to enter simple one step calculations that involve whole numbers, they can explore

To alter calculator usage, the United States school system may need to redo math curriculum. They should alter their lessons to focus on the student’s mental math ability instead of if they can type into a calculator correctly. To enforce restricted calculator usage, there are various boundaries each type of school can set. In elementary school, they should not allow students to bring calculators to school; without a calculator constantly at their fingertips, there is no temptation to use it for simple math. This permits students to learn the concepts thoroughly before using a calculator as a crutch.

Planning is based around the individual math’s goals which are recommended by last year’s teacher, and are worked upon throughout the year. The teacher plans concentrating on the specific areas in the student goals which link to the Victorian Curriculum (VCAA 2016). The planning takes place linking to a specific theme which changes each term. Teachers keep records of work samples for the high levels, observations, antidotal records, informal assessment, hardcopies and electronic of the concord assessment timeline, checklists, galaxy maths assessment records, Individual Learning Maps. The goals for each student are set accordingly to the curriculum level for that student, assessment data which has been collected and any records are used to inform planning decisions, such as the goals and what level the students will be being taught at. The use of the Concord assessment is also used to guide these planning decisions.

When planning unit outcomes, the Australian Curriculum, local context and needs of individual students are considered. This ensures relevant stakeholder interests are balanced and meaningful outcomes developed (Dowden, 2013). The Australian Curriculum, guided by the Melbourne Declaration on Educational Goals for Young Australians, outlines the official mathematics curricula to ensure students are taught the required knowledge and skills needed is consulted initially (Dowden, 2013). This is important as the Australian Curriculum has been planned with future educational and employment goals