Mediation of mathematical meaning through the graphic calculator

Abstract

In a climate where the use of calculators is being criticised as one of the reasons for failure in mathematics, this paper explores how graphic calculators can be used to support students’ mathematical development through the processes of visualisation, formalisation and interpretation. It explores the current research through a vignette of one student’s experience and argues for a reconceptualisation of assessment procedures that makes use of the representational power of the graphic calculator. © Taylor & Francis Group, LLC.