Case 4 – Elementary Space Science and Case 1– Graphing Calculators

The video that stood out most for me was the Mathematics teacher working with the graphing calculator, and the explanations he gives of its uses. This is very close to my own experience. The two most significant points that I feel he raised were:

• Issue of gender equity – the girls have been more compliant, doing the work and getting the grades. “We are not favouring girls, we are favouring people who play the system” The boys are at home playing instead of doing homework

• On their desks from grade 8. They are familiar, and know the calculators and their functions. Some units go very quickly because of their knowledge and calc. ability. They are no longer pressing buttons, and can apply the knowledge they have to all future units. They troubleshoot and have really mastered the tool. I found it very interesting in student interview #1, in which the young lady suggested that while using the calculator made the process easier and faster, you also are more removed from the concept. On paper you know what you’re doing, but the technology disguises the process, and you don’t always know what is going on.

Q.1 What are the underlying issues and why are they issues?

Using the calculators is a solution to crowded computer labs, and is far more cost effective than computers. Essentially, he can buy 10 – 20 “handheld” computers for the price of 1 desktop computer. This addresses both expense and access to resources – 2 integral factors in implementing technology.
In the Elementary Space science unit, the approximately 80% ESL rate is tempered somewhat by the technology use. The teacher notes that the integration of technology helps to compensate for language gaps – the tool equalizes the playing field. Many students are using these tools, and they are comfortable in a way that seems to counteract the language problems. The retiring teacher interview acknowledges this ability that the children have; they are savvy, and figure it out far more quickly than the frustrated teacher.

Q.2 What further questions does the video raise for you? How would you explore a response to this issue?”

I think the gender equity issue has been explored in detail in literature and in classrooms. That does not make it any less relevant, however! This is always a concern, not just in math and science, but in virtually every academic class in the public school system, and many electives (boys still have a few areas they can hold their own –shop & PE). The teacher in the video really nailed it though – girls are better at playing the system than boys – compliance begets results!