[nabs-l] math technology

[Jewel S.]

Hi there,

I don't have any answers about the graphic calculator, other than that
I found a graphic calculator essential in Algebra 2. I was sighted at
the time, so I don't know about accessible graphic calculators, but
it'll be very important in Algebra 2 and Calculus. The fact that she's
gotten along without high tech in math is great, and you should be
proud of her for it. I remember using a graphic calculator in Algebra
1 and Geometry and wondering where I'd be without it (of course, that
was partly because of the Frogger and Pac-Man games that kept me busy
while everyone was still working without getting me in trouble for
taking out a book or other game...).

Definitely look into a graphic calculator, though. The one you
mentioned that makes graphics with a Tiger Embosser sounds like a
great thing; sometimes it doesn't matter how much you hear something,
you really need to *see* it, whether with eyes or fingers. I know that
personally, because I am a very visual/tactile learner. Of course for
me now, visual learning means tactilely loking at things, graphics,
and books, but it's still "visual" to me. I see with my fingers, not
my eyes.

Anyway, may I suggest asking further on the NFB Science list as well?
If you want, I can forward your question to them. They would likely
have some good idea of the use of graphic calculators, as they are
essential tools in advanced science.

~Jewel

On 4/7/10, Mary Fernandez <trillian551 at gmail.com> wrote:
> Hello Pat.
> In high school I got as far as calculus in my junior year. I was very
> low tech. I had a braille note, which does all relevant calculations,
> and I used wicki sticks and braille graph paper for graphing. I had my
> book in braille, so I knew what the graphs should look like, and so
> reproducing them never presented a problem. I think that it is
> definitely a personal choice. I would suggest downloading math tracks
> and having your daughter play around with it to see if it is actually
> helpful or not. I'm a very tactile learner, so while hearing the curve
> was interesting, for me, it was better to take out my little wicki
> sticks and feeling it on paper. So, just take the resources you have,
> and her learning style and see what works best. Finally, I hope that
> we hear from her directly next time so that we know what her personal
> perspectives and preferences are.
> Sincerely,
> Mary F.
>
> On 4/6/10, Pat Renfranz <prenfranz at gmail.com> wrote:
>> Hi everyone,
>> I am writing to this list as a mom. I know my kid should be doing the
>> writing, but it's not happening, so here goes:
>>
>> My daughter will be taking Algebra II next year in 9th grade, then
>> she'll move into Pre-calculus for 10th. She's gotten by just fine with
>> relatively low-tech math tools. We are wondering if it would be useful
>> for her to start using an accessible graphing calculator. Does anyone
>> have any practical advice on using one of these programs? I am looking
>> into the Audio Graphing Calculator from ViewPlus and Math Trax from
>> NASA. They both produce an audio signal representing the shape of the
>> function, while the AGC has the advantage of being able to produce
>> tactile graphs on a Tiger embosser. Maybe there are other products
>> available?
>>
>> I’m concerned about training on the software. Did someone teach you to
>> use the software or did you have to teach yourself? I saw that the
>> Carroll Center has a tutorial on the AGC; has anyone tried it?
>>
>> Or did you do ok in advance math without all the bells and whistles?
>>
>> Thanks in advance for any help,
>> Pat
>>
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>
>
> --
> Mary Fernandez
> Emory University 2012
> P.O. Box 123056
> Atlanta Ga.
> 30322
> Phone: 732-857-7004
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