Knowledge and Challenges in Using Graphing Calculators:Insights from Pre-Calculus Teachers

This study examined the level of Pre-Calculus teachers’ knowledge and the challenges they encountered in using graphing calculators as instructional tools. Using a descriptive correlational design, the study involved 30 Pre-Calculus teachers from selected public schools in the Schools Divisions of Negros Oriental, Dumaguete City, Tanjay City, and Bais City. A validated questionnaire was administered, and data were analyzed using the mean and Spearman’s Rank Order Correlation. The findings revealed that teachers demonstrate an excellent level of knowledge in teaching conic sections, a very good level in systems of nonlinear equations, and a good to very good level in the polar coordinate system. In terms of challenges, the teachers experience a high extent of technical difficulties, particularly due to limited access to graphing calculators, an insufficient number of devices, and a lack of technical training. Student-related, curriculum and instructional, and assessment and evaluation challenges were also evident at varying levels. The results further showed that teachers’ knowledge in using graphing calculators is inversely related to the challenges they encounter, specifically in teaching conic sections and systems of nonlinear equations. Higher levels of knowledge significantly reduce technical, student-related, instructional, and assessment-related difficulties. However, in teaching polar coordinate systems, knowledge does not significantly lessen most challenges and even shows a positive relationship with student-related difficulties. This result suggests that learners’ unfamiliarity with the technology remains a key barrier despite teacher expertise. Moreover, higher educational attainment is associated with lower levels of knowledge in using graphing calculators for conic sections, which indicates that practical experience and exposure may be more influential than academic qualifications.