Technology and the curriculum: The case of the graphics calculator

This paper outlines some of the complex relationships between the curriculum and technology, with particular attention on graphics calculators. Graphics calculators are of key significance for practical reasons of availability and affordability Until technology is available, curricula are not likely to be adjusted to accommodate them. Particular features of graphics calculators, including their recent extensions to algebraic calculators, are highlighted, and their significance for the curriculum evaluated. Curriculum change elements are interpreted in the light of calculators: the political process, materials development, assessment structures and professional development.

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