Abstract
Graphing technology in the mathematics classroom can, at times, lead to frustration. Students expect the technology to provide “correct” answers, but such is not always the case. Teachers need to help students interpret the output generated by technology. Moreover, teachers need to consider idiosyncrasies of various technology-oriented tools to support their students. Solving homework problems in multiple ways with multiple tools can help teachers anticipate student questions and trouble spots. The authors shed light on such issues through the careful analysis of two seemingly straightforward classroom tasks.
How to Cite
States, S., (2017) “The Calculator Provided the "Wrong" Answer. Now What?”, Ohio Journal of School Mathematics 76(1). doi: https://doi.org/10.18061/ojsm.4147