![]() The paramount significance of the teacher for successful integration is highlighted.Ībstract This paper presents some of the results of the study of seven cases of innovative pedagogical practices using ICT. Alternatives to scientific calculators include online calculators with visual and computer algebra capabilities, which might be appropriate provided the educational environment supports their use in all aspects of education, including formal assessment. While popular misconceptions that a calculator is only helpful for arithmetic persist, a four-part model for understanding the educational potential of scientific calculators is described and exemplified, recognising the significance of representation, computation, exploration and affirmation. ![]() Integration of technology into mathematics education in the twenty-first century requires good technology, an appropriate curriculum, well-educated teachers and an assessment regime that recognizes how important technology is for mathematical activity. Technology for learning mathematics and for STEM more generally can take many forms, but this paper argues that the most likely technology to have an impact for all students in many ASEAN countries is the scientific calculator. The paper concludes that scientific calculators represent the best available technology to provide widespread access to some ICT in the mathematics curriculum for all students in the SEAMEO region. Examples of how these might impact positively on school mathematics are presented, and suggestions are made regarding good pedagogy and curriculum with calculators in mind. A model for the educational use of calculators is described, with four key components:representation, computation, exploration and affirmation. Principal intention has been to make calculators easier to use, align their functionality with the school mathematics curriculum and represent mathematical expressions in conventional ways. Recent developments of calculators are outlined, noting that their This paper argues a contrary view that, firstly, numerical computation is not the principal purpose of scientific calculators in education, and secondly that calculators can play a valuable role in supporting students’ learning. Scientific calculators are sometimes regarded as important only for obtaining numerical answers to computational questions, and thus in some countries regarded as inappropriate for school mathematics, lest they might undermine the school curriculum.
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