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A Higher Math Calculator

A Higher Math Calculator

Higher Math Calculator

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This is a downloadable calculator application for high school students, designed for Algebra I, Geometry and Algebra II. It works on the iPad, iPhone, and iPod Touch. If a student would like to bring their own calculator to use, they can enter their model into the "Calculator Preferences" dialog. This app lets students enter problems and solutions together.

Math

The designation TI-89 or higher indicates the TI-89 (including the Titanium), TI-92 Plus and Voyage 200. We consider these to be functionally equivalent for courses in pre-calculus and calculus, and all will be allowed. However, secondary mathematics education majors and minors should purchase a Voyage 200 calculator for the geometry application to be used in MATH 3510.Personalized Learning: Students need time and space to work at their own levels. Dedicating as little as 30 minutes a week to personalized learning can revolutionize your math class. With an adaptive platform such as IXL or Khan Academy, students can develop fluency. All without any additional grading or planning on the part of the teacher.

Personalized Learning: Students need time and space to work at their own levels. Dedicating as little as 30 minutes a week to personalized learning can revolutionize your math class. With an adaptive platform such as IXL or Khan Academy, students can develop fluency. All without any additional grading or planning on the part of the teacher. (Source: roomtodiscover.com)

Use

Allowing students to use calculators is one small way to address these issues. In the real world, having a calculator is an advantage. When I’m house-hunting, I want to know what my mortgage payment will be. And I’m certainly using a calculator to figure it out. I might even use an online mortgage calculator. Most of us know all the ways calculators can be misused in math class. I’ve seen middle and high school students use calculators to answer questions like ‘7 x 0,’ or ‘4 + 1.’ When students use calculators for these questions, even the most permissive educators bristle.

One thing I never use is the traditional algorithm. These were developed centuries ago because they made efficient use of ink, but they are fast-becoming obsolete. Traditional algorithms are tedious. They don’t promote understanding or fluency. They make students dislike math. And it’s too easy to make mistakes with them. (Source: roomtodiscover.com)

 

 

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