We discuss the use of the TI-92 ‘Supercalculator’ in enhancing the teaching and learning of first-year ‘engineering mathematics’. Several illustrative examples are discussed which highlight some of the essential features of the technology, and which can be used to develop basic mathematical skills. In addition some of the educational implications of the existence of such powerful hand-held technology is considered.
Get full access to this article
View all access options for this article.
References
1.
PerezR. A., and BlakeJ., ‘Using symbolic algebra to enhance the learning environment of dynamic systems’, International Journal of Mechanical Engineering Education, 24(3), 207–225 (1996).
2.
WaitsB. K., and DemanaF., ‘TI-92, the hand-held revolution in computer enhanced maths teaching and learning’, CTI Centre for Mathematics and Statistics Newsletter, 6(2), 2–10 (1995).
3.
ShortL., ‘The TI-92 Pilot Engineering Mathematics Project at Napier’, Scottish Mathematical Council Journal, 27, 39–44 (1998).
4.
ShortL., ‘Some teaching implications of the TI-92. Part I: The Napier Pilot Project’, International Journal for Mathematical Education in Science and Technology (unpublished).
5.
ShortL., ‘Teaching and learning with the TI-92’, Scottish Mathematical Council Journal, 27, 45–52 (1998).
6.
LawsonD. A., ‘How well prepared are students for undergraduate engineering mathematics?’, International Journal of Mechanical Engineering Education, 23(4), 352–362 (1995).
7.
ShortL., ‘Engineering mathematics teaching via the TI-92. Part II: First year applications’, International Journal of Mechanical Engineering Education (to be submitted).
8.
TownendM. S., Unified reciprocals, Teaching Mathematics and its Applications, 14, 67–70 (1995).
