Ricerc@Sapienza

In this paper a collaborative model for training teachers to use graphing calculators will be discussed. To avoid the weaknesses of standard trainings, our collaborative model focuses on developing activities according to teacher’s needs and tastes. Moreover, it provides ample space for discussing the results of experimenting these activities in classes and exchanging feedbacks on classroom activities, achieved skills and observed criticalities. These trainings are designed to be reassuring and not astonishing.

In the last few years, we made use of graphing calculators in many different teaching/learning contexts at University. This is a report about these experiences with some considerations on the suitability of graphing calculators for teaching/learning Mathematics at University. We shall report activities with five different groups of learners: prospective university students in mathematics; first year university students in science; students working for Master’s Degree Projects; prospective teachers of Mathematics; in-service teachers of Mathematics.