The purpose of this study is to examine reasoning tendency of middle school students in the problem solving process using educational calculator.
For that purpose, activity material was prepared in a form of narrative learning, and handed out to two middle school students. The course of completing the material by the participants were all recorded and used for analyzing the reasoning tendency of them. In addition, follow-up interviews were implemented in order to obtain additional information regarding the participants' reasoning, and the results were analyzed, connecting with the course of completing the material.
Consequently, the followings were confirmed.
First, the students had the tendency to stick to algebraic reasoning relying on memory, rather than geometric reasoning taking function graphs as geometric objects.
Second, the students had the tendency of reasoning based on the concepts they didn't understand exactly.
Third, learning function by using a calculator gives students an environment to facilitate mathematical connections.
Fourth, the students showed the tendency of reasoning with relying on inaccurate external information in the course of function problem solving using educational calculator.