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Garofalo, Joe; Kitchell, Barbara Ann – NCSSSMST Journal, 2010
The process of borrowing money can be intimidating to some people. Many feel at the mercy of a loan officer and just accept terms and amounts at face value. A graphing calculator, or spreadsheet, with appropriate knowledge of how to use it, can be an empowering tool to help create a more equitable situation or circumstance. Given the proper…
Descriptors: Mathematics Education, Mathematics Instruction, Technology, Technology Uses in Education
Cory, Beth; Garofalo, Joe – NCSSSMST Journal, 2010
After students have constructed a conceptual understanding of a mathematical idea, applying mathematical symbolism to represent and define the idea concisely becomes an easier task. In fact, Moore (1994) found that students "often needed to develop their concept images through examples, diagrams, graphs, and other means before they could…
Descriptors: Mathematics, Calculus, Mathematics Education, Mathematics Instruction
Garofalo, Joe; Trinter, Christine – NCSSSMST Journal, 2009
Most mathematical functions can be represented in numerous ways. The main representations typically addressed in school, often referred to as "the big three," are graphical, algebraic, and numerical representations, but there are others as well (e.g., diagrams, words, simulations). These different types of representations "often illuminate…
Descriptors: Mathematics, Mathematics Education, Teaching Methods, Equations (Mathematics)
Garofalo, Joe; Cory, Beth – NCSSSMST Journal, 2007
Mathematical knowledge can be categorized in different ways. One commonly used way is to distinguish between procedural mathematical knowledge and conceptual mathematical knowledge. Procedural knowledge of mathematics refers to formal language, symbols, algorithms, and rules. Conceptual knowledge is essential for meaningful understanding of…
Descriptors: Mathematics Education, Symbols (Mathematics), Mathematical Applications, Mathematics Instruction
Garofalo, Joe; Juersivich, Nicole – NCSSSMST Journal, 2007
There is much research that documents what many teachers know, that students struggle with many concepts in probability and statistics. This article presents two sample activities the authors use to help preservice teachers develop ideas about how they can use technology to promote their students' ability to understand mathematics and connect…
Descriptors: Preservice Teachers, Statistical Inference, Sampling, Probability