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 Rachel and Steve developed a design initiative that focussed on using the graphic calculator as a tool for investigating the properties of linear functions. Rachel chose to use the graphic calculators because they could be easily brought into the classroom - which meant that she did not have to move into the alien surroundings of the computer suite.
However there is more to the graphic calculator than portability as we see in this mini picture story of a learning episode...
THE STORY BEGINS WITH A WHOLE CLASS SESSION...
Rachel starts investigating the properties of linear functions..
The starting point is straight line graphs (linear functions) that are parallel to each other. Rachel works an example. (She used an Overhead Projector as the class was not equipped with an InterActive White Board.) She then asked the students for other examples that will be parallel. There were lots of correct responses.
The next step is to move on to other linear functions.
Rachel asks for functions of lines that would not be parallel. Jamie's suggestion is correct but is not a straight line and so goes beyond the scope of the plan for this lesson. What will Rachel do?
 Rachel records Jamie's example but does not investigate it.
The solution to the dilemma is to acknowledge Jamie's contribution as correct - and to suggest that some students may want to try it out. However Rachel wants to keep the lesson on track and says: "Please don't focus on this today. Make a note and you can have a play around tomorrow. You must be working on straight line graphs today."
LATER - RACHEL DIRECTS THE CLASS TO WORK ON FURTHER EXAMPLES OF STRAIGHT LINE GRAPHS USING THEIR CALCULATORS. THEY THEN HAVE TO RECONSTRUCT THE LINE ACCURATELY IN THEIR BOOKS. THE STUDENTS BEGIN TO WORK IN PAIRS...
 Ignoring the set task, Jamie tries out the function he suggested earlier. He shows the results to his partner.
Jamie satisfies his curiosity and validates his contribution. He then applies himself to the set task and quickly loads examples provided by the teacher. He identifies a trend: "the gradient gets steeper".
 Jamie helps Mike to see how the calculator can help them reconstruct the line on paper.
Using the trace facility of the calculator they can identify the co-ordinates of two points along each line and this reconstruct it. Although they each have a calculator they collaborate and co-operate. Here both are working with Mike's calculator. Where the calculator was shared between two there was more evidence of a struggle for ownership.
Jamie and Mike construct the graphs on paper.
They re-present the graph in a different mode, using the calculator with traditional tools to achieve an accurate representation.
Rachel's plan was to work on functions for four lessons. This incident is taken from the third lesson. At this point Jamie and Mike were already getting to frips with the learning. Looking at assessment made before and after this work with calculators we saw that Jamie's score went up by 58% and Mike's by 71%.
The InterActive Project acknowledges and is grateful for the support of Texas Instruments who provided TI-83 graphic calculators for this work.
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