Imagine taking a mandatory state exam using a calculator you used for about 6 months, while your peers, at other schools, have been exposed to these same calculators for at least 3 years. After just one year of teaching, I've taught Algebra 1, Algebra 2, and Geometry for grades 9-11 in the state of Pennsylvania. My school is located in a high-crime area. As a matter of fact, it is known that on the last day of school, there is always a shooting. Every year, at least 2 well known students are shot and killed, while many others disappear. I teach at a large, comprehensive high school, that has been off the Persistently Dangerous List for 2 years now. However, we have not made AYP (Adequate Yearly Progress) in the past 5 years.
At my school, only math teachers with 11th graders can have access to graphing calculators. I was in the unique position of teaching all 3 grades, so naturally, all of my students had access to graphing calculators. Unfortunately, after the statewide exam was administered, the graphing calculators were taken away from all teachers. At that exact moment, I began teaching a unit to my 9th graders that required the minimum use of a scientific calculator. Unfortunately, I was unable to teach the concept fully because I did not have the resources. This too sends the message that students only need calculators for an exam, instead of using it to further supplement mathematical learning.
I understand why my math department restricts the use of graphing calculators. Students take them and steal the batteries, which is a financial burden for my school. Which is why I ask for the TI-30XS scientific calculator. It functions and operates just like a graphing calculator. The face of the calculator is exactly the same. The only function it does not perform is actually graphing the function. This allows all of my students the opportunity to be familiar with the functions of a graphing calculator, and still explore mathematical concepts with a more sophisticated calculator. By using these "in-between" calculators, my students can use a relatively inexpensive calculator year-round, that functions just like a graphing calculator.
However, it is only with your contribution that this can occur. You will make it possible for my students to be that much closer to their peers at more well-resourced high schools. In addition, when it comes to taking an exam that determines the future of an entire school and its staff, students only need to worry about what skills they need to answer each question--as opposed to the skills and how to use a graphing calculator.
Nearly all students from low‑income households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more
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