# Peck Assistant Professor of Mathematical Sciences, F., & Erickson Professor

Graphing Calculator

Anthony Johnson

MAT-4600

October 8, 2021

**Introduction**

In 1985 the very first graphing calculator came on the scene, the Casio fx-7000G. The calculator can of a scientific calculator, plus graph equations, make function tables, and solve equations. Many can do statistical analysis and even some calculus (Peck, 2019). The graphing calculator is a must-have for those in advanced mathematics, and science and professionals working in engineering, computer programming, finance, statistics, and science also use graphing calculators.

Many already have a basic knowledge of graphing calculators, like they are handheld calculators with some computer capabilities. These calculators can perform essential math functions but have a more advanced display screen. A graphing calculator has become the premier learning tool that helps students be able to visualize and understand different concepts in science and mathematics and. It helps students make real-world connections in various ways, making it a must-have tool for students and professionals alike.

The paper’s research will dive into the many functions of the calculator, how people use it, and that is why it is a vital part of today’s technological world. The paper will discuss the history of the graphing calculator and how far it has come, and why the calculator is here to stay.

Reference

Peck Assistant Professor of Mathematical Sciences, F., & Erickson Professor, D. (2019, July 8). The rise – and possible fall – of the graphing calculator. The Conversation. Retrieved September 19, 2021, from https://theconversation.com/the-rise-and-possible-fall-of-the-graphing-calculator-78017.

**Review**

Parrot, M. A., & Leong, K. (2016, November 12). *Impact of Using Graphing Calculator in Problem Solving*. Retrieved September 15, 2021, from https://files.eric.ed.gov/fulltext/EJ1227509.pdf.

The research paper examined how graphing calculators have helped students better understand solving linear equations and involved a study that gave insight into students’ knowledge before using a graphing calculator and after learning to use the calculator. The findings of this study show a significant difference in the mean scores between the two groups; students who used graphing calculators performed better in problem-solving tasks than students without access to the graphing calculator (Parrot, 2016). The article does a great job recognizing the contributions that the graphing calculator has had on connecting the mathematical world with science which has helped progress graphing and related to real-world problems.

Kastberg, S. (n.d.). *Research on graphing calculators at the secondary level: Implications for mathematics teacher education*. CITE Journal. Retrieved September 16, 2021, from https://citejournal.org/volume-5/issue-1-05/mathematics/research-on-graphing-calculators-at-the-secondary-level-implications-for-mathematics-teacher-education/.

There is a study of the teaching and learning that occurs throughout an entire school and how they have set up classroom interactions to promote the use of the graphing calculator. The article takes an in-depth look at how the graphing calculator and access to one have had a positive impact on teachers. The study is very deliberate with how the information of the graphing calculator is used and what directions are used to teach how to use it. The article has credible evidence to show the calculators association with the academic achievements of students.

Penglase, M., & Arnold, S. (2015, November 24). *The graphics calculator in mathematics education: A critical review of recent research*. Mathematics Education Research Journal. Retrieved September 17, 2021, from https://link.springer.com/article/10.1007/BF03355481.

The research paper gives details of how the graphing calculator has revolutionized the understanding of mathematics, and the device helps that these devices (a) can facilitate the learning of functions and graphing concepts and the development of spatial visualization skills; (b) promote mathematical investigation and exploration; and (c) encourage a shift in emphasis from algebraic manipulation and proof to graphical investigation and examination of the relationship between graphical, algebraic and geometric representations (Penglase, 2015). The article suggests that graphing calculators can also handicap students because they cannot be used in many different standardized tests.

Heller, J., & Curtis, D. (2005). *IMPACT OF HANDHELD GRAPHING CALCULATOR USE*. Retrieved September 17, 2021, from https://files.eric.ed.gov/fulltext/ED493688.pdf.

The article looks at the relationship between instruction teaching of the graphing calculator and the achievements of students taking Algebra I. The study gave a test that required graphing without using the calculator and then the same test with a graphing calculator to examine how much graphing calculators help. The results showed that instructional time and graphing calculators tremendously increase scores.

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