Shaping the future of secondary school mathematics through modelling with the graphics calculator

![CDATA[To many people, information is synonymous with knowledge. Yet this is not so, for while mastery of information is demonstrated by its mere re-production, mastery of knowledge requires the ability to apply what has been learned in novel contexts. At the heart of the issue is the ability to transfer knowledge to unfamiliar challenges that requires a mastery of both content and process. Is it possible to develop this mastery of knowledge within secondary mathematics classrooms? Many educators such as Boaler (2001) proposed that students should engage in mathematical modelling as such learning situations can encourage students to develop a deeper, conceptual knowledge of mathematics. She proposed that such opportunities also provide students with an opportunity to engage in important mathematical practices that have value beyond the mathematics classroom. Mathematical modelling is one of the ways for equipping students with the necessary problem solving process skills to work mathematically. The benefits of ICT in secondary education, particularly computers have received great exposure, yet often the ICT or computer equipment needed for students are beyond the finances of many schools and governments. Does this inability to provide resources necessarily mean that some children must be deprived of the benefits that technology can produce in enhanced mathematical understanding thus diluting their curriculum? Graphics calculators (GCs) have gained widespread acceptance in secondary school classrooms although not in some countries such as Brunei. They provide a cheap powerful tool for exploring mathematical concepts. Can they provide a low cost alternative to computers? This paper will explore these issues while engaging the participants in a real world modelling challenge.]]