Abstract

This study presents students´ opinion on the use of a graphing calculator in a calculus course that is based on physics contexts and it is taught in a student-centered learning environment. In this calculus course, the classroom setting, the designed activities, and the use of technology aim for the improvement of students’ understanding of mathematics through active learning by fostering communities of learning. In this study, 65 students enrolled in a first-year calculus course responded a questionnaire on the use of the calculator to support their learning. As results, students indicated a positive attitude towards the learning of mathematics and considered the graphing calculator as a very useful learning tool. In conclusion, the graphing calculator activities fostered students' learning and promoted a positive perspective as learners of mathematics. The strategic use of technology empowers them to enhance their mathematical knowledge and help them to make connections with other subject areas.