Knowledge and Challenges in Using Graphing Calculators:Insights from Pre-Calculus Teachers
DOI:
https://doi.org/10.5281/zenodo.20399264Keywords:
graphing calculators, instructional challenges, mathematics education, Pre-CalculusAbstract
This study examined the level of Pre-Calculus teachers’ knowledge and the challenges they encountered in using graphing calculators as instructional tools. Using a descriptive correlational design, the study involved 30 Pre-Calculus teachers from selected public schools in the Schools Divisions of Negros Oriental, Dumaguete City, Tanjay City, and Bais City. A validated questionnaire was administered, and data were analyzed using the mean and Spearman’s Rank Order Correlation. The findings revealed that teachers demonstrate an excellent level of knowledge in teaching conic sections, a very good level in systems of nonlinear equations, and a good to very good level in the polar coordinate system. In terms of challenges, the teachers experience a high extent of technical difficulties, particularly due to limited access to graphing calculators, an insufficient number of devices, and a lack of technical training. Student-related, curriculum and instructional, and assessment and evaluation challenges were also evident at varying levels. The results further showed that teachers’ knowledge in using graphing calculators is inversely related to the challenges they encounter, specifically in teaching conic sections and systems of nonlinear equations. Higher levels of knowledge significantly reduce technical, student-related, instructional, and assessment-related difficulties. However, in teaching polar coordinate systems, knowledge does not significantly lessen most challenges and even shows a positive relationship with student-related difficulties. This result suggests that learners’ unfamiliarity with the technology remains a key barrier despite teacher expertise. Moreover, higher educational attainment is associated with lower levels of knowledge in using graphing calculators for conic sections, which indicates that practical experience and exposure may be more influential than academic qualifications.
References
Alam, A. (2020). Challenges and possibilities in teaching and learning of calculus: A case study of India. Journal for the Education of Gifted Young Scientists, 8(1), 407-433. https://doi.org/10.17478/jegys.660201
Alcantara, E. C., Veriña, R. U., & Niem, M. M. (2020). Teaching and learning with technology: ramification of ict integration in mathematics education. southeast asian mathematics education journal, 10(1). https://doi.org/10.46517/seamej.v10i1.83
Becker, S., Knippertz, L., Ruzika, S., & Kuhn, J. (2023). Persistence, context, and visual strategy of graph understanding: gaze patterns reveal student difficulties in interpreting graphs. Physical Review Physics Education Research, 19(2), 020142. https://doi.org/10.1103/PhysRevPhysEducRes.19.020142
Dahland, G. (2024). Graphing calculators and students' interpretations of results: a study in four upper secondary classes in Sweden. NOMAD Nordic Studies in Mathematics Education. https://doi.org/10.7146/nomad.v4i2-3.146427.
den Heuvel-Panhuizen, V. (2020). National reflections on the Netherlands didactics of mathematics: teaching and learning in the context of realistic mathematics education (p. 348). Springer Nature.
Efimov G. N., Efimov D. G. (2025). Using the geogebra toolkit to solve optimization problems using a graphical method. digital transformation in the economy of the transport complex, 201-205. https://doi.org/10.12737/conferencearticle_67893108531bd0.83620236
Foku, M. O., Opoku-Mensa, N., Asamoah, R., Nyarko, J., Agyeman, K. D., Owusu-Minta, C., & Asare, S. (2023). The use of visualization tools in teaching mathematics in college of education: a systematic review. Online Journal of Mathematics, Science and Technology Education (OJOMSTE), 4(1). https://www.ojomste.com/index.php/1
Gardner, S. M., Angra, A., & Harsh, J. A. (2024). Supporting Student Competencies in Graph Reading, Interpretation, Construction, and Evaluation. CBE—Life Sciences Education, 23(1), fe1. https://doi.org/10.1187/cbe.22-10-0207
Ghory, S., & Ghafory, H. (2021). The impact of modern technology in the teaching and learning process. International Journal of Innovative Research and Scientific Studies, 4(3), 168-173. https://doi.org/10.53894/ijirss.v4i3.73
Mdhlalose, D. (2023). Integration of technology in education and its impact on learning and teaching. Asian Journal of Education and Social Studies, 47(2), 10-9734. https://doi.org/10.9734/ajess/2023/v47i21021
Meylani, R. (2025). Integration of ti 84 and ti 89 model graphing calculators in mathematics education: precalculus instruction using the tpack framework. Journal of Computer and Education Research, 13(25), 254-282. https://doi.org/10.18009/jcer.1589181
Mitchelmore, M., & Cavanagh, M. (2000). Students’ difficulties in operating a graphics calculator. Mathematics Education Research Journal, 12, 254-268. https://doi.org/10.1007/BF03217088.
Nguyen, N. D., & Van Nguyen, H. (2023). The use of calculators in teaching mathematics: a survey in Vietnam. Mathematics Teaching Research Journal, 15(4), 5-25. Retrieved from https://eric.ed.gov/?id=EJ1409268
Ortiz, E. A., Cristia, J. P., & Cueto, S. (2020). Learning mathematics in the 21st century: Adding technology to the equation. Retrieved from https://tinyurl.com/4xu2fwvk
Owusu, R., Bonyah, E., & Arthur, Y. D. (2023). The Effect of GeoGebra on University Students’ Understanding of Polar Coordinates. Cogent Education, 10(1), 2177050. https://doi.org/10.1080/2331186X.2023.2177050
Padrones, R. P., Hitosa, K. J. B., Sanchez, A. M. S., Pagdato, H. P., Porras, M. H. L., Panes, R. C., Sagra, J. P., Cantos, R. D., & Panizal, R. P. (2024). Mathematical problem-solving skills: basis for the development of game-based activity sheets. Ignatian International Journal for Multidisciplinary Research, 2(6), 2110–2128. https://doi.org/10.5281/zenodo.12598263
Ran, H., Kim, N. J., & Secada, W. G. (2021). A meta-analysis on the effects of technology’s functions and roles on students’ mathematics achievement in K–12 classrooms. Journal of Computer Assisted Learning, 38(1), 258–284. https://doi.org/10.1111/jcal.12611
Taley, I. B., & Adusei, M. S. (2020). Junior high school mathematics teachers’ knowledge in calculators. JRAMathEdu (Journal of Research and Advances in Mathematics Education), 5(1), 80–93. https://doi.org/10.23917/jramathedu.v5i1.9523
Thurm, D., & Barzel, B. (2022). Teaching mathematics with technology: A multidimensional analysis of teacher beliefs. Educational Studies in Mathematics, 109, 41–63. https://doi.org/10.1007/s10649-021-10072-x
Viberg, O., Grönlund, Å., & Andersson, A. (2020). Integrating digital technology in mathematics education: A Swedish case study. interactive learning environments, 31(1), 232-243. https://doi.org/10.1080/10494820.2020.1770801
