Abstract
Since high school science and mathematics teachers use calculators extensively, the incorporation of calculators in middle school classes can better prepare students for their high school experience. In addition, national and professional standards stress the use of technology—including calculators—for all grade levels. Generally, calculators and other forms of technology enhance teaching and learning in the classroom; however, for many students with learning problems, certain modifications may be needed to help them benefit from calculator use. This article reviews the characteristics of students with learning problems that may interfere with successful use of graphing calculators and presents ideas to prepare these students for future success in their high school classes. |
Similar Meridian articles from past issues:
Technology Integration as an Intervention Strategy for At-Risk Eighth Graders
When Technology Integration Goes to Math Class |
Introduction
High school algebra, geometry, and science teachers use graphing calculators extensively to enhance their instruction and student performance. Furthermore, national standards recommend the use of calculators for all grade levels. Because of recent legislation including No Child Left Behind and amendments to the Individuals with Disabilities Act, most students with mild disabilities are educated in general education mathematics and science classes. Conceivably, students with learning problems may have difficulty using calculators even though the technology could potentially improve instruction and performance. Several teaching modifications can help students benefit from the use of calculators during instruction. The purposes of this article are to review student characteristics that interfere with successful use of calculators and present suggestions to help students with learning problems succeed in middle school mathematics classes and prepare for their high school courses.
Characteristics
Students with mild disabilities who are placed in general education middle school mathematics classes are typically those with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), behavioral disorders (BD), and communication disorders (CD). Many of the characteristics manifested by students with these disabilities can make the use of graphing calculators complex and challenging. For example, students with LD and often BD and ADHD have basic skills that are significantly below grade level in reading and writing (Vaughn, Bos, & Schumm, 2006). If there are reading problems, it will likely be difficult for students to comprehend the textbook description of how to use calculators for specific types of problems. For instance, an explanation for generating a box-and-whisker plot could take up an entire page and include challenging, technical vocabulary that is difficult to comprehend. Writing problems can also cause errors when students are transferring information from the calculators to their papers.
Students with mild disabilities who are placed in general education middle school mathematics classes are typically those with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), behavioral disorders (BD), and communication disorders (CD). Many of the characteristics manifested by students with these disabilities can make the use of graphing calculators complex and challenging. For example, students with LD and often BD and ADHD have basic skills that are significantly below grade level in reading and writing (Vaughn, Bos, & Schumm, 2006). If there are reading problems, it will likely be difficult for students to comprehend the textbook description of how to use calculators for specific types of problems. For instance, an explanation for generating a box-and-whisker plot could take up an entire page and include challenging, technical vocabulary that is difficult to comprehend. Writing problems can also cause errors when students are transferring information from the calculators to their papers.
In addition to low level academic skills, memory deficits are common characteristics of students with learning disabilities (Friend & Bursuck, 2006) and can make it difficult for students to remember the sequence of steps needed for using the graphing calculator, the functions associated with each key, and the symbols on the keys that represent various functions. Other processing problems of students with LD and CD may include visual, auditory, and motor skills deficits, and these challenges can render the graphing calculator difficult to use (Lewis & Doorlag, 2006). First, visual processing deficits can make the graphs students create appear confusing. For instance, graphs of three parallel lines may be difficult for a student with visual processing deficits to interpret because of the sheer amount of information presented on the screen at one time. These visual problems can also make it difficult for students to understand the display of numbers when entering them, for example, to create a histogram. Since the numbers in a histogram appear in one place while entering them and then appear later as part of a list, the steps may be especially confusing for some students. In addition, students with visual deficits may easily confuse the negative key and the minus key. Second, auditory deficits can make the teacher’s explanation for calculator use puzzling. For example, even when a teacher describes the two functions associated with each key and the use of the labels above the keys as second functions, it can be confusing for a student with auditory difficulties. Additionally, motor processing problems can make the graphing calculator difficult to use because of the fine motor skills required to manipulate the keys. These processing and memory problems are very common among students with mild disabilities and make graphing calculators challenging, frustrating, and perhaps intimidating.
Students with CD and sometimes students with LD have language problems (Vaughn, Bos, & Schumm, 2006), and these problems can make using the graphing calculator difficult. When a teacher explains the graphing of ordered pairs, for example, involving L1, L2, STAT, LIST, PLOT, and ZOOM, the students with receptive language problems could get lost easily. On the other hand, students with expressive language disorders may have problems explaining their results from an exercise such as coin flipping probability simulation using the random number generator. Both receptive and expressive language problems can then create frustration for teachers and students as they try to communicate information related to graphing calculator problems.
Attention difficulties associated with ADHD and sometimes BD and LD may make graphing calculator work particularly difficult (Friend & Bursuck, 2006). For many problems, such as graphing functions, sustained attention is required to comprehend and progress through all of the steps (Y=, WINDOW, GRAPH, TRACE functions) accurately. Students with attention problems often have a difficult time staying on task and working through the steps necessary for success.
Notably, many students with mild disabilities also exhibit problems in organization and study skills (Friend & Bursuck, 2006). For example, students with learning and behavioral disabilities frequently struggle to keep their class notes and assignments organized for use on homework and in preparation for test problems. When they set aside time to study, they may not have the notes they need to remind them how to use the calculator for specific problems. In addition, a student may have difficulty matching his calculator notes to the appropriate problems. Many of these deficits manifested by students with mild disabilities can be addressed with modifications for instruction in mathematics.
