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Mrs. LaCour’s Classroom Edit display name

  • Broadmoor High School
  • Baton Rouge, LA
  • Nearly all students from low‑income households

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My students come to me with very little exposure to Scientific Calculators. The calculators our school currently has are TI-82 calculators. The majority of our calculators do not work so our students must share. This is an issue when we begin testing. If the student does not understand how to use an advanced calculator, it might as well be a brick instead of a tool. If we can begin exposing our students to the more advanced calculators as freshmen in high school, by the time they get to their junior year (which is the year they take the ACT) they will be proficient with the use of the calculator. This will allow our students to understand how this is a tool that can assist them in the future. This will also allow our students to compete with students from other areas that are better funded. The use of a graphing calculator in Algebra 1 also allows for a deeper understanding of the mathematics being taught. The students are able to obtain the visual aspect of each concept. The use of the calculator in class also appeals to the technological nature of every one of our students. When we have working technology, even our most disinterested students suddenly become very involved and excited about the material. Over my 3 years of teaching, I have personally witnessed students become more engaged, obtain a better understanding of class material, and create a love for mathematics that they did not think was possible. Yes this comes with keeping class interesting. But it is also from showing our students what is out there and how the use of this technology can advance their education. The examples I like to do with my students range from running sports statistics, to understanding the relationship between multiple functions.

About my class

My students come to me with very little exposure to Scientific Calculators. The calculators our school currently has are TI-82 calculators. The majority of our calculators do not work so our students must share. This is an issue when we begin testing. If the student does not understand how to use an advanced calculator, it might as well be a brick instead of a tool. If we can begin exposing our students to the more advanced calculators as freshmen in high school, by the time they get to their junior year (which is the year they take the ACT) they will be proficient with the use of the calculator. This will allow our students to understand how this is a tool that can assist them in the future. This will also allow our students to compete with students from other areas that are better funded. The use of a graphing calculator in Algebra 1 also allows for a deeper understanding of the mathematics being taught. The students are able to obtain the visual aspect of each concept. The use of the calculator in class also appeals to the technological nature of every one of our students. When we have working technology, even our most disinterested students suddenly become very involved and excited about the material. Over my 3 years of teaching, I have personally witnessed students become more engaged, obtain a better understanding of class material, and create a love for mathematics that they did not think was possible. Yes this comes with keeping class interesting. But it is also from showing our students what is out there and how the use of this technology can advance their education. The examples I like to do with my students range from running sports statistics, to understanding the relationship between multiple functions.

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