Effects of Teaching with Graphing Calculators on Student Achievement in Algebra I. PDF Download
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Author: Janet Davis
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages :
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Author: Janet Davis
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages :
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Author: Joan I. Heller
Publisher:
ISBN:
Category :
Languages : en
Pages : 70
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This study investigated the relationship between instructional use of handheld graphing calculators and student achievement in Algebra 1. Three end-of-course test forms were administered (without calculators) using matrix sampling to 458 high-school students in two suburban school districts in Oregon and Kansas. Test questions on two forms were drawn from Texas and Massachusetts publicly-released standardized test items, and the third form was custom-designed to emphasize conceptual understanding and math applications. All classes used Key Curriculum Press's "Discovering Algebra" textbook. Results showed that the more access students had graphing calculators, and the more instructional time in which graphing calculators were used, the higher the test scores. In addition, scores were significantly higher where teachers reported receiving professional development on how to use a graphing calculator in math instruction. Appended are: (1) Teacher Survey; (2) Classroom Survey; (3) End-of-Course Algebra Test Form T; (4) End-of-Course Algebra Test Form M; and (5) End-of-Course Algebra Test Form C. (Contains 19 tables.) [This work was also funded by Key Curriculum Press.].
Author: Barbara Renee Buckner
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 498
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The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator. A review of the literature found that the emergence of calculators and computers has changed the way mathematics is both done and used (Ellington, 2006; Thorpe, 1989; & Kieran, 1992). Research also showed that students can effectively use a graphing calculator as an instructional tool to make and understand different types of representations (Choi-Koh, 2003; Colgan, 1993; and Drijvers & Doorman, 1996). Other studies have shown how graphing calculator use has engaged students in higher level thinking skills (Dessart, DeRidder, Charleen, & Ellington, 1999; Ellington, 2006; Graham & Thomas, 1998; Keller & Hirsch, 1998; Huntley, Rasmussen, Villarubi, Sangtong, & Fey, 2000; & Ronau et al., 2008). Since it is a relatively new tool, there is a limited amount of research on the classroom use of the TI-Nspire. The TI-Nspire is designed to link together multiple-representations within a single problem, so the concept of functions is an ideal context within which to study the impact of the TI-Nspire. This was a quasi-experimental study. The researcher gathered and analyzed pretest, post-test, and post post-test data on student performance on function concepts. The study included a 90 minute classroom observation of each class as well as document analysis of weekly questionnaires, daily lesson plans, and daily assessments. Vignettes employed classroom observations, document analysis, and thick description to triangulate the results of the qualitative analysis. During the summer prior to this study, all teachers attended 12 hours of training over the course of two days with a National Texas Instruments Instructor in which they were trained to use the TI-Nspire graphing calculator. Teachers were then given a TINspire, TI-Nspire emulator and access to online Atomic learning video training (Atomic Learning, 2011), to continue their exploration of the TI-Nspire. The week prior to the study, the teachers attended another day of professional development activity taught by a Texas Instruments Trained Cadre member. This "Function Focused Session" was six hours long and provided review on the TI-Nspire, specific training about teaching the function concept with the TI-Nspire, and time to create lesson plans and activities for this study. During the two weeks of treatment and two weeks of follow up, teachers met once a week for "Weekly Touchdown Sessions" a 90 minute meeting held after school to complete a weekly questionnaire, turn in lesson plans, assessments, and receive further professional development on the TI-Nspire. Providing a trained Texas Instruments Instructor on a weekly basis to answer questions, assist in providing direction for the following week, and meeting weekly with the teachers to complete questionnaires were vital strategies necessary to support teachers with this new technology tool and to assure their fidelity in treatment implementation and control maintenance. All professional development sessions were taught by Texas Instruments trained Instructors. The results from four teachers, each with one treatment class using the TI-Nspire and one control class using a non-graphing scientific calculator, were significant on the pre-test with the control group having a higher mean score than the treatment group and statistical significance on the post post-test with the treatment group having a higher mean score than the control group. While there was a statistically significant effect of Teacher Zeta on the post-post test in comparisons with the other teachers, most of the teacher effect was controlled for within the design of the study. To control for teacher effect, all teachers taught both a treatment and a control class. For each teacher, one of their two algebra classes was randomly assigned to treatment and the other was then assigned to control. There was not enough power in the data to properly analyze the effect of socioeconomic status and special education. This study supports the use of TI-Nspire graphing calculators in Algebra classrooms while studying the concept of functions. This study shows that, while using the TI-Nspire graphing calculator, the use of multiple representations and higher Depth of Knowledge activities can be used to improve student achievement, and impact classroom teaching, and lesson planning. While this study shows the impact of the TI-Nspire graphing calculator for the concept of functions, further research is needed to continue evaluating the impact of the TI-Nspire across additional mathematics topics.
Author: Jerolyn F. Braunagel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
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In this study 15 high school students were taught Algebra I using traditional paper and pencil methods while 18 students were taught with graphing calculators. Results showed no significant difference in achievement during the unit on linear equations and no significant difference in attitudes toward mathematics.
Author: Charles T. Ritz (III.)
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 106
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Author: Jennifer Sue Austin
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
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Author: Neil Hatem
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 214
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Author: Sandy Margaret Spitzer
Publisher: ProQuest
ISBN: 9780549811756
Category : Algebra
Languages : en
Pages :
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Chapter 1 provides a review of the literature on the effects of using graphing calculators on students' mathematics achievement. General findings suggest that calculators can have a positive effect on students' performance on assessments. In particular, students using graphing calculators seem to do better on some types of problems, such as those requiring translation between different representations of a function, and perform about the same as students without calculators on procedural symbolic-manipulation problems. In order to identify possible mechanisms for these changes, the chapter explores four possible reasons for students' improved performance: improved representational fluency, wider repertoire of solution strategies, increased reification of mathematical concepts, and changes in classroom processes. While the general trend of improved achievement appears robust, none of the four hypothesized reasons for improvement were substantiated by enough data to be confirmed. While it appears that the basic effects of graphing calculators are relatively well determined, mechanisms for those effects are poorly understood. Chapter 2 presents the result of a study whose goal was to investigate how the presence of graphing calculator technology influences the mathematical ideas that students encounter while solving algebra problems. Thirty-three Algebra II students, divided randomly into two conditions, participated in task-based interviews. In one condition, students were encouraged to solve algebra problems using their graphing calculator, and in the other condition, students solved the same problems with no access to technology. Results indicate that when students used graphing calculators, they were more likely to interpret letters as variables rather than fixed unknowns, used a wider range of strategies, were more likely to use more than one strategy to solve a problem, and expressed deeper levels of conceptual understanding. The differences in conceptual understanding and interpretation of letters were strongly related to the types of strategies that students used to solve problems, with graphing and tables encouraging more sophisticated interpretations and evidence of conceptual understanding.
Author: Edna Horton Flores
Publisher:
ISBN:
Category : African American students
Languages : en
Pages : 278
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The National Council of Teachers of Mathematics (NCTM) asserts that a goal of mathematics education, in Prekindergarten through grade 12, is to develop mathematical power for all students, and that educational equity is the nucleus of this goal. Nevertheless, researchers have found that equity for all students in mathematics education has not been fully realized. African American students, especially those of low socioeconomic status (SES), are consistently shortchanged in the mathematics education they receive. According to NCTM, calculators can enhance the achievement of equity in mathematics education. The usage of graphing calculators in the teaching and learning of mathematics is advocated by NCTM and the National Research Council. A plethora of research shows that the use of graphing calculators has positive effects on students learning mathematics. Numerous studies have focused on the use of graphing calculators in secondary school mathematics. In particular, research has been conducted on the use of graphing calculators in Algebra I and Algebra II. A vast majority of students in these studies were White. The purpose of this descriptive study was to examine the use of graphing calculators in the teaching and learning of Algebra I for low-SES African American students. Specifically, this study investigated the similarities/difference in instruction, where graphing calculators were used and where they were not used, of a ninth-grade Algebra I unit on linear functions. This study used data from observations, interviews, and documents to examine teachers intended and implemented curriculum. Findings showed that teachers who used graphing calculators in instruction made connections between the different representations of functions. Teachers who did not use graphing calculators did not make connections between various ways to represent linear functions. Characteristics of standards-based instruction were observed in both groups.
Author: Wayne Nirode
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 92
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