To reflect the beginning of my experience in Mathematics Through Technology, I record that I was pleasantly surprised at the considerably small classroom size. Flabbergasted, I recall myself expressing my surprised with a phrase, “oh wow, finally a classroom with no boys! I have a straight-men allergy”.
The classroom content wise, I would be lying if I were to say that I immediately thought this course would be hard, because the first thing we learned was how to use a calculator. I mean, most of us have been using a TI-84 calculator for a long time, so I am sure I was not the only grinagog with thoughts of enjoyable frittering. When Dr. Goodman announced that she will be teaching about store button on a calculator, I acquiesced. Nonetheless, I am excited to learn new skills that I did not know about calculators, in addition to other programs and softwares.
As of now, I would consider myself decently proficient with a TI-84 calculator, since the device has been used since I was in middle school. With Desmos, its application is downloaded on my iPad, and I have been using it since I was taking Calculus II in freshman year of college; most times, Desmos is my go-to option instead of a calculator because it gives you the ability to type in numbers with keyboard, rather than having to click buttons. I have used Geogebra handful of times for polar coordinates in Calculus II and 3D graphing in Calculus III. Nevertheless, I would consider myself fairly new with Geogebra.
Other than those, Geometer’s sketchpad and Nspire CX CAS sound alien to me.
From the course, I envisage to gain skills that will put me in an advantage in this technology-driven world, and be able to utilize various tools and programs to lubricate my academical journey as a mathematics major.
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