# Graphing Calculator Ant Needs corrections look over all notes 9

Graphing Calculator Comment by E Gagne: Title needs to be up a some and disconne

Graphing Calculator Ant Needs corrections look over all notes 9

Graphing Calculator Comment by E Gagne: Title needs to be up a some and disconnected from your name and such.

Anthony Johnson

UNC Pembroke

MAT 4600

Professors Name

October 8, 2021

Graphing Calculator Applications

A graphing calculator is a hand-held or mobile computer which plots graphs, solves simultaneous equations, and performs other mathematical tasks with relevant variables. The graphing calculator is an essential device for advanced mathematicians and other professionals working in computer programing, computer engineering, statistics, and science-related fields. As an electronic device, a graphic calculator helps learners and professionals visualize and understand different concepts in science and math. These graphing calculators might handle arithmetic calculations and graph plotting, freeing users’ cognitive resources to focus on solution strategies and understanding concepts. The paper will critically analyze graphing calculators in different fields. It will also describe some terms that need better understating, theorems, various equations, and their applications in different professional fields. Comment by E Gagne: Since you use science and math a lot, you can say something like “relevant fields.” Comment by E Gagne: Condense and combine these two sentences.

Definition of Terms

Arithmetic calculations:; These are calculations that are worked out on columns or fields within the database. Ideally, an arithmetic expression helps describe the desired computation and comprises column details and numeric constants linked by parentheses and other arithmetic operators. It typically involves working with numbers through addition, division, subtraction, and multiplication (Brumberg, 2007).

GeoGebra:; This is an interactive algebra, geometry, calculus, and statistics application aimed to learn and teach mathematics and science at various educational levels. Thus, it is a dynamic mathematics software (DMS) to teach and learn math (Chen, & Lai, 2016). It uses dynamic geometry software (DGS) and offers basic characteristics of computer algebra systems (CAS) for bridging gaps on algebra, calculus, and geometry.

Simultaneous equations:; This is a set of equation systems or a finite group of equations where solutions are sought. The variables’ values might simultaneously satisfy all the equations within a given set.

Therefore, graphing calculators are commonly used in solving and performing complex mathematical equations and have become tools for learning and understanding math. The devices might perform all the calculations irrespective of their intricacy, like a scientific calculator. Besides, they perform graph equations, construct function tables and solve simultaneous and other scientific equations. In most cases, graphic calculators are used in doing statistical analysis and some complex calculus. Comment by E Gagne: Reword this

Mathematical and Visual Scenarios Using Graphing Calculators

Computer Algebra Systems (CAS) and Laboratory Utilization

It is imperative to note that numerous graphing calculators are instilled with computer algebra systems enabling them to produce symbolic results. Notably, the graphing calculators might manipulate algebraic equations and expressions and perform operations including expansion, factorization, and simplification. Additionally, they might give correct and appropriate answers in precise forms without numerical estimations. Examples of these calculators include TI-89, TI-Nspire, fx-9750 GH, HP Prime, and HP 50g (Allison, 2000). These graphing calculators might also be used in laboratories for other various purposes. For instance, the calculators might be attached to other devices such as pH gauges, decibels, electronic thermometers, light meters, and weather instruments. When fitted in such devices, the graphing calculators play the role of data loggers and WiFi or communication modules to monitor, poll, and interact with tutors or instructors. Learner or professional lab exercises with data obtained from the devices motivates learning mathematics, mainly mechanics and statistics. Comment by E Gagne: Use acronym

Figure 1: Graphing Calculator with CAS

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https://hips.hearstapps.com/hmg-prod.s3.amazonaws.com/images/graphic-calculator-1627048321.jpg Comment by E Gagne: Needs to follow APA format.

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_tables_and_figures.html

Gaming and Utilities

Graphing calculators are usually user-friendly and programmable. As a result, these devices are commonly used in utilities and calculator gaming events fitted in most famous platforms. The capacity of creating utilities and games has contributed to the formation of calculator application sites such as Cemetech. Graphing calculators provide a superior math programming capacity for mathematical-based games (Brumberg, 2007). Thus, graphing calculators have been used in day-to-day operations and businesses in various fields. Comment by E Gagne: reword

Figure 2: Graphing Calculator:

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Theorems and Concepts on Graphing Calculators

The Casio fx-7000G was the first hand-held graphing calculator. The use of graphing calculators has faced controversies. For instance, advocates argue that extensive use of graphing calculators gives students and other users access to more accurate and powerful math. Besides, cCritics also argue that the inclusive use of these devices might harm learners’ fluency or articulacy in basic mathematics and standard algorithms (Ross, 2017). Presently, most tutors are substituting costly graphing calculators with free apps which perform more and better. For decades, graphing calculators have transformed education, particularly in American classes, for the better and will continually have a good place in all education levels. Comment by E Gagne: want to be in active voice. Essentially don’t use past tense.

Consequently, numerous mathematic educators have seen the need to use graphing calculators to enhance relational understanding. This is a type of linked conceptual understanding that mathematicians need. Students and other professionals with this form of knowledge do not merely know how to multiply or invert but also why such procedures and skills contribute to the quotient of inclusive fractions. Most advocates argue that graphing calculators in learning institutions depicted promises in the devices’ capacity to aid learners to develop relational understanding. This is because the graphing calculator considers the “how” learners might focus on the “why.” The extensive use of these devices is precisely shown in the advanced placement (AP) calculus program, which began requiring graphing calculators during their exams and courses (Chen, & Lai, 2016). Before such an application program, related calculus examination questions delved nearly exclusively for learners’ capacity to apply regulations in finding derivatives and integrals of various functions. Later on, the extensive use of graphing calculators has shifted away from instrumental familiarity to exam questions that probed for relational understanding. Comment by E Gagne: It feels like you are forgetting part of this sentence.

Subsequently, the evolution of examinations has led to numerous teaching philosophies. Ideally, the advanced placement program needsed competent teachers to utilize graphing calculators in all their courses. This was one ideal process for learners to learn how to use the graphing calculator in plotting graphing and solving simultaneous or algebraic equations. Moreover, the emphasis on teaching and instruction has changed to enable students to learn and understand mathematics and science through calculators (Allison, 2000). For instance, using graphing calculators and zooming has allowed students to compare and contrast the global and local behavior functions, including y = x² and y = x² + 2. Therefore, graphing calculators positively impacts learners’ relational understanding and slightly impacts their instrumental understanding positively. Students using graphing calculators in learning institutions understand numerous basic facts and statistics and perform more standard algorithms than those without such devices. Again, learners who constantly utilize these graphing calculators better understand the “how” and “whys” of such algorithms and algebras.

Application 1: Using Graphic Calculators As Tools For Expediency

Surprisingly, students miss the primary goal of various lessons whenever they face tedious and complex computations, mathematical equations, or plotting a complex graph. It is imperative to understand that graphing calculators would be appropriate in such instances since they would decrease the effort and time needed to do cumbersome and complex mathematical and algebraic tasks (Nichols, 2012). At close analysis at the “use of the graphing calculator as a tool for discovery learning ” typically defines an assessment entailing quadratic equations. Using the T-85 graphing calculator has ensured easy solving of daily problems aligned with 2nd-degree polynomials.

Source: Nichols, F. C. (2012). Teaching slope of a line using the graphing calculator as a tool for discovery learning. The College of William and Mary. Comment by E Gagne: Can be omitted

Application 2: Using Graphing Calculators As Problem-Solving Tools

Graphing calculators might be used in solving mathematical problems such as contextual and exploratory tasks using relevant data. The results show that graphing calculators serve as an impetus for learners’ mathematical problem-solving. In this case, the device amplified the accuracy, precision, and speed of problem-solving approaches, including the usage of the graphing calculators’ regression functions (Parrot, & Leong, 2018). Again, the graphing calculators allow the students to employ graphical strategies to solve mathematical problems and motivated their intelligent tendencies. Thus, the appropriate use of graphing calculators in mathematical problem-solving enhances accuracy and speed.

Source: Parrot, M. A. S., & Leong, K. E. (2018). Impact of Using Graphing Calculator in Problem Solving. International Electronic Journal of Mathematics Education, 13(3), 139-148. Comment by E Gagne: Can be omitted

You need some sort of conclusion.

References Comment by E Gagne: Flush to top

Allison, J. A. (2000). High school students’ problem solving with a graphing calculator. University of Georgia. Comment by E Gagne: Can you provide more information on your citations?

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/reference_list_basic_rules.html

Brumberg, M. (2007). A study of the impact graphing calculators have on the achievement in high school pre-calculus. Comment by E Gagne: You need more information and it needs to be in APA citations.

Chen, J. C., & Lai, Y. L. (2016). A Brief Review of Researching the Graphing Calculator Used for School Mathematics Classrooms. International Journal of Learning, Teaching and Educational Research, 14(2).

Nichols, F. C. (2012). Teaching slope of a line using the graphing calculator as a tool for discovery learning. The College of William and Mary.

Parrot, M. A. S., & Leong, K. E. (2018). Impact of Using Graphing Calculator in Problem Solving. International Electronic Journal of Mathematics Education, 13(3), 139-148.

Ross, A. (2017). The Graphing Calculator: A Brief Look at What It Can Do. In Pedagogy and Content in Middle and High School Mathematics (pp. 209-213). Brill Sense.

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. https://doi.org/xx.xxx/yyyy Comment by E Gagne: Basic form for citation.