Abstract
APPROPRIATE USE OF COMPUTERS AND CALCULATORS enhances the teaching and learning of mathematics. The interactive feature of these calculating devices serves as a catalyst for students to play an active role as they construct and test mathematical concepts. The author shares her experience and observations on implementing the application of computers and calculators in teaching and learning at all levels of the mathematics curriculum over a thirty year period.
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ABOUT THE AUTHOR
Mary Ann Connors, University of Massachusetts, teaches a calculus course with a lab component usingMathematica software. She has a doctoral degree in Mathematics, Science & Instructional Technology from the University of Massachusetts Amherst, a M.S. degree in Mathematics from the University of Notre Dame, and a B.A. in Mathematics from Seton Hill College. Dr. Connors has taught mathematics in public, private, and parochial high schools in Pennsylvania, Massachusetts, Virginia, and Hanau, Germany.
Dr. Connors has given presentations at the Advanced Placement (AP) Calculus Calculator Workshops as a faculty consultant for the College Board and Educational Testing Service, at the National Science Foundation Funded workshops on Calculus Reform using appropriate technology, and for the Texas Instruments/Ohio State Calculus Short Course working with the TI-92. She has also presented workshops on fractals at national and international meetings. Her publications include numerous articles, papers, and a fractal project on the World Wide Web (URL: http://www.math.umass.edu/~mconnors). She is a member of the Phi Delta Kappa Fraternity in Education and several national, regional, and local mathematical organizations.
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Connors, M.A. Technology in mathematics education: A personal perspective. J. Comput. High. Educ. 8, 94–108 (1997). https://doi.org/10.1007/BF02948604
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DOI: https://doi.org/10.1007/BF02948604