Graphic calculator use in Leeds LEA school: fragments of practice
January 2001 - Ongoing(Contact: Professor John Monaghan)
Funded By: School of Education, University of Leeds
This paper reports on the distribution of graphic calculators use over the whole secondary school population in a Local Education Authority. Quantitative and qualitative census data on graphic calculator use - extent and nature - has been obtained. A feature of this project is in the use of a teacher research team to gather data naturalistically. This work was designed to augment previous work in this area by providing census details for an entire Local Education Authority and by including reasons why graphic calculators are not used.
We found that the key factors which contributed to use were: expertise within mathematics departments; regard for graphic calculator as learning aides from mathematics staff and as 'information and communication technology' from senior staff; a 'critical mass' of older/higher attaining students. Key factors which inhibited use of graphic calculator were: lack of time to learn how to use the calculator and how to teach with it; concern over recent examination restrictions; perceptions of computers being a resource priority.
Summary report (PDF File)
The full Report can be found in the Journal of Information Technology for Teacher Education, 11 (1)
This project last updated by Karon McBride on 28th October 2005.