Electronic Proceedings of the Seventh Annual International Conference on Technology in Collegiate MathematicsOrlando, Florida, November 17-20, 1994Paper C027Motivating Mathematical Understanding via Surprises on the TI-85 |
Bruce EdwardsDepartment of Mathematics University of Florida 201 Walker Hall Gainesville, FL 32611 USA Phone: (904) 392-6165 be@math.ufl.edu |
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ABSTRACT
Technology has become a powerful tool for better understanding mathematics, and there are many strong arguments for using it in our mathematics classrooms. Graphing calculators or symbolic computer programs allow for- more realistic applications
- the analysis of real data
- a better understanding of functions
- more student involvement and discovery
- multiple solution approaches to a problem
In this talk we will discuss another way technology can be used to motivate student interest in the classroom. We will present a series of examples on the TI-85 that produce surprising results. These surprises can be the focus of classroom discussion and motivate further mathematical study. Some of the examples will be
- a discussion of y=x^(1/3), y=x^(2/3), and their derivatives
- a discussion of y=2*(ln x), y=ln(x^2), and y= |ln x|
- a discussion of the graphs of y=sin(arcsin x) and y=arcsin(sin x)
- a comparison of the parametric curves x=cos t, y=sin t and x=cos(t^2),
y=sin(t^2).
Keyword(s): graphing calculators, TI-85, pedagogy, calculus, derivatives, applications