Graphing Calculators and Algebra I, Algebra II, IPC, and Chemistry Teachers’ Perceptions of Change

Graphing calculators have been suggested as one tool that can be used to facilitate increased integration between mathematics and science. This paper investigates the graphing calculator as an innovation with a group of high school mathematics and science teachers (n = 43) who are participating in a year-long inservice program to increase mathematics and science integration. The Stages of Concern Questionnaire (SoCQ) was given to the teachers to assess their concerns about graphing calculators. Results demonstrate that although algebra I and II teachers are more familiar with graphing calculators than IPC and chemistry teachers, all four groups have similar concerns and that these concerns focus on high information stage concerns, high personal stage concerns, and high collaboration stage concerns