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- W230478297 abstract "In recent years, there has been a growing interest in the use of graphing technology for the teaching of mathematics. This interest has been, in part, sparked by the recommendations of the National Council of Teachers of Mathematics (NCTM) Standards and Everybody Counts: A Report to the Nation on the Future of Mathematics Education. The Standards call for the use of technology in the classroom; however, they also call for the integration of mathematical concepts across the curriculum. This review of the research seeks to examine both of these issues, in particular to what extent the use of graphing technology coupled with data collection devices can be beneficial in mathematics and science classrooms. The paper provides the reader with an overview and discussion of some of these results. (Contains 31 references.) (Author/NB) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Data Collection Devices How Do Students Learn with Data Collection Devices? Douglas A. Lapp, Ph.D. Central Michigan University lappl da@ mai l.cmich.edu Presented at the T3 2001 International Conference Columbus, Ohio, 16-18 March 2001 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy." @default.
- W230478297 created "2016-06-24" @default.
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- W230478297 date "2001-03-16" @default.
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- W230478297 title "How Do Students Learn with Data Collection Devices" @default.
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