The Effect of Graphing Calculators in Algebra II Classrooms PDF Download
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Author: Beverly Ann Scott
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 240
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Author: Beverly Ann Scott
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 240
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Author: Margaret L. Readinger
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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: Charlene Higgins
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 134
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Author: Thomasenia Adams
Publisher:
ISBN: 9780530003740
Category : Education
Languages : en
Pages : 180
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Abstract: Three treatment groups and a control group were compared on two dependent variables regarding their understanding of the concept of function. During the unit of study for the concept, Treatment Group I students used graphing calculators and participated in a conceptual change assignment. Treatment Group II students used graphing calculators only during study of the unit. Treatment Group III students participated in the conceptual change assignment only during the unit. Treatment Group IV served as a control group. Regarding students' understanding and application of the function concepts, domain and range, and their understanding of the concept of scale, the results of the covariate analysis revealed a significant treatment interaction effect. The least square means procedure indicated differences between Treatment Groups I and II, between Treatment Groups I and III, and between Treatment Groups III and IV. The group mean for students who used calculators only was significantly higher than the group mean for students who used calculators and participated in the assignment. The group mean for students who participated in the assignment only was significantly higher that the group means for a) students who used graphing calculators and participated in the assignment and b) students in the control group. Regarding students' ability to identify, construct, and define function, the results of the covariate analyses revealed a significant effect regarding the factor of conceptual change assignment. The group mean for students who participated in the assignment was significantly lower than the group mean for students who did not participate in the assignment. Exploratory analyses revealed that the students' definitions of the concept of function were dominated by the ordered pair representation of the concept. This point-wise view of functions was further emphasized through the students' images of the concept of function. Classroom observations of the treatment and control groups revealed additional information regarding the effect of the graphing calculator on classroom discourse. Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The Effects of Graphing Calculators and a Model for Conceptual Change on Community College Algebra Students' Concept of Function" by Thomasenia Lott Adams, was obtained from University of Florida and is being sold with permission from the author. A digital copy of this work may also be found in the university's institutional repository, IR@UF. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380
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Author: John D. Brandt
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 126
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Author: Cheryl T. Pietraszewski
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 136
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Author: Amelia C. Capalaran
Publisher:
ISBN:
Category :
Languages : en
Pages : 61
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Author: Illana Basia.I Thomas
Publisher:
ISBN:
Category : Algebra graphic method
Languages : en
Pages : 123
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Book Description
With the prevalence of graphing calculators in the classroom and the expectation that they are used on standardized exams, it is important to examine how effective students are on examinations without the use of the graphing calculator, and if they have condifence in their mathematical ability when the calculator is not accessible. without the use of a graphing calcutator, and if they have condifidence in their matthematical ability when the calculator is not accessible
