Affiliation:
1. Stockton University, USA
Abstract
This study focuses on the influence of socio-contextual factors in the interrelations between teachers' perceptions of the role of graphing calculators, as mediating tools, to help facilitate mathematics instruction of students from two different SES backgrounds. The main source of data are in-depth semi-structured interviews with four teachers, two from each SES school. To better understand the role of SES socio-context, this study suggests a framework, consisting of teacher, student, subject matter, and graphing calculator use, for graphing calculator integration in the classroom. The components of the framework were taken to be continuously in interaction with one another implying that a change or perturbation in one of the components affected all the other components. As such, addressing equity issues in connection to the successful integration of graphing calculator in the classroom requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components of the framework.