Integration of TI 84 and TI 89 Model Graphing Calculators in Mathematics Education: Precalculus Instruction Using the TPACK Framework

Year 2025, Volume: 13 Issue: 25, 254 - 282

Rusen Meylani

Abstract

Integrating TI 84 and TI 89 model graphing calculators into Precalculus instruction through the Technological Pedagogical Content Knowledge (TPACK) framework presents a significant advancement in mathematics education. This study explores how these calculators enhance mathematics teaching practices and improve student learning outcomes by integrating technology, pedagogy, and content knowledge via the TPACK framework. The study synthesizes literature through a qualitative theoretical approach to identify the benefits and challenges of graphing calculators in Precalculus. The findings highlight the calculators' role in increasing student engagement, enhancing conceptual understanding, and supporting problem-solving skills. However, challenges such as potential overreliance on technology, accessibility issues, and the need for professional development are also addressed. The study emphasizes the importance of strategic planning and implementation to maximize the benefits of graphing calculators while addressing these challenges. Recommendations for policy and practice include providing equitable access to technology, incorporating technology literacy into the curriculum, and developing innovative assessment methods. Future research directions are suggested to explore longitudinal impacts, effective pedagogical strategies, and integration with other emerging technologies.

Keywords

Graphing calculators, precalculus instruction, TPACK framework, student engagement, conceptual understanding, technology integration

Ethical Statement

Due to the scope and method of the study, ethics committee permission was not required.

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