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Handheld calculators between instrument and document

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Abstract

The new generations of handheld calculators can be considered either as mathematical tools with opportunities for calculation and representation or as a part of the teachers’ and students’ sets of resources. Framed by the Theory of Didactical Situations and the documentational approach, we take advantage of a particular experiment on introducing complex calculators in scientific classes to investigate the position and the role of this handheld technology both for students and teachers. The results show how different functionalities can be shared among teachers and students, but also how other functionalities remain private and may even conflict with the teacher’s intentions.

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Notes

  1. http://indicateurs.education.gouv.fr/resultlyceeg.php?code=0340039H&annee=2008.

  2. During the school year 2008–2009, an experiment of a practical examination was carried out by the ministry of education, and all students of the last scientific classes have to take a practical examination at the end of the year: http://eduscol.education.fr/cid47793/epreuve-pratique-de-mathematiques-du-baccalaureat-serie-s.html.

  3. It will be possible to have a complete discussion about these questionnaires in Aldon & Sabra (2009).

  4. The folder “Maths oblig cours” (Fig. 4).

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  1. Institut National de Recherche Pédagogique, Lyon, France

    Gilles Aldon

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  1. Gilles Aldon
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Correspondence to Gilles Aldon.

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Aldon, G. Handheld calculators between instrument and document. ZDM Mathematics Education 42, 733–745 (2010). https://doi.org/10.1007/s11858-010-0275-4

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