Assessments where graphing calculators are allowed: How neutral can it be? A reflection

Han Young Lee
hanyoung@tp.edu.sg
Temasek Eng. School
Temasek Polytechnic

Singapore

Albert F.S. Wong
fooksung@tp.edu.sg
Temasek Eng. School
Temasek Polytechnic

Singapore

Abstract

Mathematical tools like the graphing calculator, are becoming a new culture for both teaching and learning. Till date, there has yet to be clear-cut answers to the question, "How can calculator neutral questions be set properly?" This is of course, partly due to the broadness of the question itself.

It is apparent that there is an increasing trend in the number of institutions allowing the use of graphing calculators during assessments. Hence there is a pressing need for us to examine this question closely. In this paper, a few check-points pertaining to this issue have been documented. Some of which were inspired by the renowned Mathematician, Henry Pollak, who put it very simply and wisely, "With technology - Some Mathematics becomes more important. Some Mathematics becomes less important. Some Mathematics becomes possible."


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