In my explorations of hand-held calculators and how they can support mathematics learning, I want to continually share when I learn new things. Why calculators? Well, the obvious answer is because I am working with Casio. But the real answer is, if you actually go around the country and go into math classrooms, calculators are still the most-used and available technology to students. I know, I know -we hear about iPads, tablets, laptops, etc. in use in classrooms, but the reality is these are NOT readily available to most students. I think I did a post already about this (*Calculators, A thing of the past?)*, but from my own personal experiences, teaching and working with teachers (some of these in the last couple of months), most math classrooms are still working with the following technology: one computer with projector/screen (sometimes a whiteboard, most often NOT), and then hand-held calculators. And, unfortunately, not even enough of those for each student.

So – yes, despite the ‘edtech revolution’ we hear about in the news, in the real, every-day classroom, students are most often using calculators, and this will be the case for quite a while unless there is some funding-miracle, which, as we know, is very unlikely. It’s a sad reality – as an edtech supporter, I would love more than anything all students to have access to technology on a regular basis that allows them to quickly research, explore, practice and visualize mathematics, whether that be via tablets or computers or calculators. But as most of us who work in/with schools know, that is NOT what’s actually happening in most math classrooms. That said, let’s focus on the great technology that is accessible to a majority of students – and if not, should be, since it’s affordable, portable and can do much of the visualization and exploration that students should be doing in mathematics – graphing calculators.

Now another reality is that TI seems to be the go-to calculator found more often in schools, a lot of this due to brainwashing and really good marketing and the old “change is hard” mentality in education. I myself was a TI graphing calculator user the whole time I was teaching in public schools because that’s what we had. What I am now finding more and more, as I learn the Casio and compare it to the TI, is that I can remember what to do on the Casio way more so than I can on the TI. That’s just one thing, though admittedly a pretty major thing. And – while many of the steps for using the TI and Casio are often similar, the Casio is often quicker and more efficient than the TI, and can usually provide a visualization on one screen that helps make a connection which might otherwise be impossible to see when having to look at separate graphs (i.e. graphing y= and r= on one graph).

My goal here is to point out places where Casio has an advantage over TI (and I am comparing the Casio Prizm and TI-84 CE, which are the graphing calculators most similar and also both are accepted on standardized tests). Obviously, my opinion is probably considered biased – though I am speaking as someone with over 26 years experience, one who has used many different technologies and only ever taught with the TI (Navigator included). I honestly find the Casio more fun and easier. More intuitive. I just can’t remember where things are with the TI – it’s frustrating! As they say with many things – once you go Casio, you’ll never go back! But – I don’t think I would feel this way if I wasn’t constantly comparing the two side by side, something most teachers never get the chance to do. With that said, here is another side-to-side comparison of the Casio Prizm and the TI-84 CE showing how to graph a piecewise function, something I believe Algebra II teachers are probably getting into about now, that helps illustrate my preference for the Casio over the TI.