STUDENTS' CONCEPTIONS ABOUT THE USE OF GRAPHING CALCULATORS ON TESTS

Tests are one of the main instruments used to assess students' knowledge. As so, this instrument is usually valuated by both, teachers and students. The technology and, in particular, the graphing calculator is recognized for the impact it may have on the students' approaches to solve mathematical questions. It is then natural to consider the use of this technology on tests as a very relevant issue. This study focuses on the use of the graphing calculator at assessment moments such as tests, intending to understand the students' conceptions related to that use. Namely it intends to analyze the impact of the students' conceptions about Mathematics, about the use of technology to learn, and about teachers' perspectives. The study adopts a qualitative and interpretative methodological approach, undertaking two students' case studies. The main conclusions points to a positive position towards the use of graphing calculators on tests, based on the possibility of avoiding errors, on an increased speed of resolution and on the possibility of having access to information memorized in the machine. Nevertheless, the students express a very strong feeling that using the calculator is somehow wrong, something that should be avoided and, more important then that, something that goes against a teacher will.