Grafritande räknare ? hur påverkar de undervisningen i matematik?
The purpose of the study is to examine how teachers and students believe that graphing calculators affect the teaching of high school mathematics courses. By becoming aware of this, teachers and teacher students have the opportunity to reflect on the use of graphing calculators in their teaching. The empirical base consists of interviews with teachers and a survey among students at two high schools in southern Sweden. The results show that teachers especially consider the graphing calculator as a tool, much like paper and pencil. They use it if and when it is deemed able to contribute in a significant way in their teaching, either to save time and/or to help deepen the understanding of various mathematical concepts and methods. One conclusion is that graphing calculators affect teaching in different ways, and increasingly, as the level of the course increases.