Title:
CALCULATOR INTRODUCTION MATHEMATICS LESSON APPRAISAL: WHAT CAN TEACHERS LEARN?

Authors:
Emmanuel Chinamasa

Abstract:
This study presents lessons drawn from a lesson which introduced calculators for instruction to a mathematics class. It is a direct response to the call by academics for such demonstrations of how calculators can be used in mathematics classes. The study contributes teacher learning material on calculator use for their professional development.The study is guided by qualitative case study research design utilising socio-cultural activity theory. Data were collected from the teacher’s scheme of work, observation of three 20 minutes lessons separated by 15 minutes breaks and lesson evaluation discussions from the lesson’s video by 27 mathematics teachers in five groups. The study found that: the teacher had a high pedagogical technology knowledge level (being proficient user of a calculator, understanding principles and techniques required to use the calculator to teach mathematics). The teacher prepared thoroughly for the lesson. The class environment was conducive (allowed learners to talk to each other or stand to consult a friend on the other desk). The resources, calculator for every child were there. A minimum of two children per calculator of the same model can also do. Demonstration charts were clear and visible from the back of the class. The teacher was enthusiastic, able to sequence content and reflect on investigative teaching methods. Teacher applied demonstration, directive, individual and group work in the same lesson. Calculator application procedure notes on learners’ cell phones brought the teacher on the child’s side for a one-on-one tutorial. These lessons show that, calculators are not magic boxes they make mathematics exploration, experimentation and enhancement of learning mathematics patterns possible and interesting. Learners connected penpencil, their cell phones and the calculators in their lesson. Collaborative inquiry was the framework of the lesson. Learners were motivated to learn in and out of the class.Some of the adult learners had challenges of low vision. They took time to identify[x2], [x3] and [yx]keys. Those with thick fingers and ladies with long artificial finger nails pressed more than one key at a time. These experiences form assumed knowledge content next lesson introduction.