Students using technology as part of learning math is important because of the extension of learning that is possible, the visual connections, and explorations that become possible as a result of technology. The most common technology students use these days are their phones, tablets, computers, and of course, hand-held devices such as calculators. It all depends where you live, what schools you attend, what’s allowed or not allowed, and also what resources are actually available and understood by both teachers and students. From my own research, some schools/teachers have a multitude of resources, but most schools have limited options. And – even if there are many technology tools available, teachers tend to utilize the tool (s) they are most comfortable with, and that the majority of students have access to. Basically, it comes down to choosing a technology that is going to support the learning and that students and teachers can use relatively efficiently, so that time is not lost to ‘tool logistics’. Often times, again, based on my own research (dissertation), teachers choose tools that may NOT be the best choice for learning because they know how to use it over a much better, more appropriate tool, that they are unfamiliar with or uncomfortable with, so many times better technology tools go unused because of the ‘learning curve’.

What I wanted to use this post for today was to show how Casio has really recognized the ‘learning curve’ issue and tried to keep functionality consistent across handheld models and even in their software, providing intuitive steps and menu options right within the graphing menu itself that alleviate some of that ‘learning new tool functionality’ concerns that teachers and students often face when using technology. Our graphing calculators basically use the same steps, buttons, layout, even from the very basic ones (fx9750) (fx9860), to the more advanced ones (CG50), so if you know one, you know them all. And, even the new software, ClassPad.net, is built along the same lines, though obviously with more features and capabilities. But there is no ‘searching for menus’ – relatively intuitive no matter the tool. Obviously, as you get into the newer models and then into the software, the functionality and options increase – we go from black-and-white displays to color, we go from intersection points on the graphing calculators to union/intersections on the software. But knowing how to use one tool makes transitioning easy, and if you had students with several different models of the handhelds, you could still be talking about the same steps and keystrokes.

The best way to compare and demo is to show you how to do the same thing on the different models. I’ve chosen to show graphing two inequalities, so that you can see, even on the older models, that shading and intersections occur. But also to show that as you progress into the newer and more powerful tools (i.e. memory capacity, color, larger screens, resolution, etc), allowing for more options and learning extensions.

Here are the two inequalities that are being graphed in each of these short GIF’s:

Each GIF below graphs the two inequalities and finds intersection points of the two graphs. The software extends that to allow for finding the Union and the Intersection of all points.

Be sure to check out the free software that does calculating, graphing, statistics and geometry: ClassPad.net.