The Effect of Graphing Calculator Use and the Lesh Translation Model on Student Understanding of the Graphical Relationship Between Function and Derivative in a Nonrigorous Calculus Course PDF Download
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Author: Donald Patrick Kinney
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 656
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Book Description
Author: Donald Patrick Kinney
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 656
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Book Description
Author: Sonja Lee Goerdt
Publisher:
ISBN:
Category :
Languages : en
Pages : 326
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Author:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 528
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
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ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to investigate the potential benefits of a multi-representational curriculum on studentsâ€TM understanding of and connections among graphical, tabular, and symbolic representations of algebraic concepts. The participants of the study were 113 college students enrolled in developmental college algebra at a southern university. This study utilized a quasi-experimental design in which instructors taught the course from a scripted algebraic perspective while the researcher taught the course from a functional approach simultaneously introducing multiple representations. The effect of a three-core representation curriculum on student success was assessed with a pretests and posttests of nine problems, with three representations; algebraic, graphical, and numerical. Also used were pretests and posttests of ten calculator knowledge questions. The problems were chosen because of their prevalence in most developmental college algebra curricula. The three-core representation curriculum was more successful in increasing student achievement. Students from the three-core representation curriculum scored significantly higher and were significantly more adept in using representational methods other than algebraic to solve the problem. This research showed that a multi-representational curriculum could be effective in expanding studentsâ€TM web of connected knowledge of algebraic and functional concepts.
Author: Sally Sue Gerren
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ISBN:
Category :
Languages : en
Pages :
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The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design incorporating qualitative and quantitative research methods was used to explore the question: What happens when an exemplary teacher uses graphing calculators in a college algebra class? The purposively selected participants were the teacher and eleven students of a Texas community college algebra course. All 29 classes of the 14-week spring 2006 semester were observed in their entirety by the researcher. The theoretical frameworks guiding the study were the affective representation system and the Multiple Representations Model of Learning and Teaching with the use of the Mathematics and Science Classroom Observation System for data collection, analysis, and profiling of classroom lessons. Originally developed for grades K-12, the use of the instrument was extended to college algebra. Triangulation of data sources using constant comparative and content analysis methods were used to support the three major findings: (1) The instructor's proactive orchestration of specialized instruction, support materials, and designed activities contributed to the establishment of graphing calculator use as an essential part of classroom norms and promoted students' independent use of the tool; (2) The dynamic and interactive features of the TI-84 Plus graphing calculator facilitated the delivery of instruction at high cognitive levels during student interactive activities providing access to, exploration of, and use of multiple representations for some mathematical concepts and solutions not easily attainable using traditional methods; and (3) Although the majority of students had never used a graphing calculator before the course, all students used the tool at appropriate times during instructional activities, self-reporting that their use of the calculator was generally beneficial for enhancing their understanding of lessons and supporting class interactions. Additionally, all students independently chose to use the calculator during major assessments and reported knowledgeable use of the tool to facilitate improved test performance. Replication of the study is limited because the norms developed in this case are unique to the teacher and students who negotiated their establishment. Suggestions are given regarding educational policies, reform practices, and research extensions.
Author: CLAUDIA MARIE GIAMATI
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 178
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Book Description
element needed for students to develop conceptual links between graphs and equations. Students who initially had solidly formed conceptual links between graphs and equations benefitted from the use of the graphing calculator. Understanding of stretches and shrinks and translations was not aided by the use of these graphing calculators.
Author: Derar Serhan
Publisher:
ISBN:
Category : Fractional calculus
Languages : en
Pages : 330
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Author: Arumugam Muhundan
Publisher:
ISBN:
Category :
Languages : en
Pages :
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ABSTRACT: This study examined the effects of using graphing calculators with a numerical approach designed by the researcher on students learning of limits and derivatives in an Applied Calculus course at a community college. The purposes of this study were to investigate the following: (1) students achievement in solving limit problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved limit problems with a traditional approach (primarily an algebraic approach); and (2) students achievement in solving derivative problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved derivative problems with a traditional approach (primarily an algebraic approach).
Author: Robert D. Farnsworth
Publisher:
ISBN:
Category : Fractional calculus
Languages : en
Pages : 100
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Book Description
Author: Mark Wilson
Publisher: OUP Oxford
ISBN: 0191533440
Category : Philosophy
Languages : en
Pages : 696
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Book Description
Mark Wilson presents a highly original and broad-ranging investigation of the way we get to grips with the world conceptually, and the way that philosophical problems commonly arise from this. Words such as colour, shape, solidity exemplify the commonplace conceptual tools we employ to describe and order the world around us. But the world's goods are complex in their behaviors and we often overlook the subtle adjustments that our evaluative terms undergo as their usage becomes gradually adapted to different forms of supportive circumstance. Wilson not only explains how these surprising strategies of hidden management operate, but also tells the astonishing story of how faulty schemes and great metaphysical systems sometimes spring from a simple failure to recognize the innocent wanderings to which our descriptive words are heir. Wilson combines traditional philosophical concerns about human conceptual thinking with illuminating data derived from a large variety of fields including physics and applied mathematics, cognitive psychology, and linguistics. Wandering Significance offers abundant new insights and perspectives for philosophers of language, mind, and science, and will also reward the interest of psychologists, linguists, and anyone curious about the mysterious ways in which useful language obtains its practical applicability.
