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 p`†0Dutch 801RomanSpeedo+ * p†.Dutch 801BoldSpeedo’(R\Žw  p`†2Dutch 801ItalicSpeedoŌü‘7UCU,,XUÆž’ž’ž’ž’ž’ž’ž’’’ö’’’’’’{’’’’ž’’’’’ž’’’ž’ž’’’ž’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ž’ž’ž’ž’ž’ž’”“5UCU,,IXUčž’ž’ž’ž’ž’ž’ž’’’ž’’’’’’’’’’’’’ž’’’’’ž’’’ž’ž’’’ž’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ž’ž’ž’ž’ž’ž’”ą’6QCQ,,XQ éž’ž’ž’ž’ž’ž’ž’’’’’’’’’’’ž’’’’’ž’’’’’ž’’’ž’ž’’’ž’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ž’ž’ž’ž’’’’’’’’’½ßćŪ·p0ä{ĆüĘ/ć?÷ˆx ’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’’ d’Toolbook’’bitmaps’ ’TI’ ’T.L.’’Sanibel’’1859A’  EDDDŻ ƒ !ŻŻ W ŻńBńŌ% € ŌńBńńBńńCńŌ% € ŌńCńńBńĢĢĢĢĢą@{ !ąUsing€Toolbook€II€to€Create€Graphing€Calculator€InstructionˆĢĢĢÓÓą  ąA€significant€problem€for€many€beginning€community€college€students€in€anĻalgebra€reform€course€that€requires€the€use€of€graphing€calculators€is€the€additionalĻcognitive€burden€placed€on€the€student€when€trying€to€learn€the€mathematics€as€well€asĻthe€technology.€€There€has€been€emerging€research€(Adams,€1994,1995)€to€suggest€thatĻthe€segment€of€the€population€that€is€symbolically€challenged€and€anxious€often€finds€useĻof€the€graphing€calculator€difficult.€€It€is€simply€too€hard€for€some€of€these€people€toĻlearn€two€things€at€one€time.€€So,€while€the€technology€is€intended€to€aid€all€students,€forĻthese€students€the€technology€presents€an€additional€burden€for€already€marginalĻmathematics€students.Ģą  ąTo€deal€with€this€problem€at€Adirondack€Community€College€a€remedial,€non„¼ńAń¼ńAńcredit€course€was€developed€to€allow€self„selected€students€to€take€a€technology€intensiveĻcourse€along€with€their€regular€mathematics€course€that€supports€and€specificallyĻinstructs€the€students€in€the€use€of€technological€tools.€€The€course€entitled,€MAT€095ĻTechnological€Tools€in€the€Mathematics€Classroom€was€first€run€during€the€Fall€1996€(2Ļsections)€and€has€continued€each€semester.€€Reactions€from€students€have€been€veryĻpositive€in€regards€to€the€confidence€and€the€graphing€calculator€ability€they€haveĻfollowing€their€course.€€They€return€to€their€regular€mathematics€courses€and€often€giveĻpointers€to€their€classmates€and€occasionally€their€instructors.€€With€the€cognitive€burdenĻof€the€calculator€removed,€they€are€now€able€to€concentrate€on€the€mathematics€of€theŠ ¼, (, Šcourse.Ģą  ąThe€presentation€of€this€course€for€the€past€year€has€involved€extensive€handoutsĻwith€careful€instruction€in€each€of€the€areas€used€in€Adirondack's€mathematics€courses.€ĻWhile€the€method€was€successful,€an€alternative€idea€was€conceived€in€which€the€studentĻand€instructor€could€be€more€interactive€and€more€visual€than€simply€using€an€overheadĻprojection€panel.€€A€Toolbook€(using€Toolbook€II)€was€created€initially€as€a€teachingĻmechanism€to€be€piloted€during€the€Fall€1997€semester.€€This€multimedia€attempt€allowsĻthe€student€to€have€some€of€the€instruction€that€was€afforded€previously€now€on€a€largeĻscreen€projected€within€the€classroom,€and€allows€through€captured€screen€images€storedĻas€bitmaps,€screens€that€can€be€manipulated€size€wise€for€more€effective€classroomĻinstruction.€€A€simple€menu„driven€program€that€works€visually€through€the€basics€ofĻarithmetic€and€continues€through€tables€of€values,€graphing,€statistics,€and€programmingĻis€included€within€the€software€package.€€In€addition,€there€are€sections€about,€and€mapsĻof,€the€TI„82/83€calculators€with€pop„up€labels.Ģą  ąFor€note„taking€convenience,€students€are€provided€with€printouts€of€theĻindividual€screens.€€Initial€reactions€are€quite€positive.€€Future€plans€include€extendingĻthe€Toolbook€from€a€level€of€instructor€to€a€self„paced€student€version€that€can€be€usedĻby€anxious€students€as€well€as€any€other€mathematics€student€at€the€college.€€As€well,€theĻintention€is€to€allow€instructors€at€that€point€to€have€students€work€on€more€of€theĻcalculator„specific€instruction€outside€of€class,€leaving€more€class€time€to€focus€on€theĻmathematical€coń?ńŌ% € Ōń?ńncepts€within€their€individual€courses.ĢĢŠ ¼, (, ЇĢĢą@Į8ąņ ņBibliographyˆŠ T¤ ŠÓÓĢó óą  ąAdams,€T.L.€(1994).€ņņGraphing€function€problems€in€teaching€algebra€óó(ResearchŠ  _ ŠBulletin)€Vol.€25,€No.€2).€Sanibel,€FL:€Florida€Education€Research€Council.€(ERICĻDocument€Reproduction€Service€No.€ED€372€942)ĢĢą  ąAdams,€T.L.€(1995).€The€effects€of€graphing€calculators€and€a€model€forĻconceptual€change€on€community€college€algebra€students'€concept€of€function.Ļ(University€of€Florida,€1993).€ņņDissertation€Abstracts€International,€55,€óó1859A.Š †Ö  Šń?ńŌ% € Ōń?ń