The Effects of Dynamic Graphing Utilities on Student Attitudes and Conceptual Understanding in College Algebra PDF Download
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Author: Ryan Vail Thomas
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 222
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Book Description
The goal of this study is to explore and characterize the effects of using a dynamic graphing utility (DGU) on conceptual understanding and attitudes toward mathematics, measured by the responses of college algebra students to an attitude survey and concepts assessment. Two sections of college algebra taught by the primary researcher are included in the study, with one group using the dynamic graphing utility Desmos (www.desmos.com), and the other using the TI-84 (or equivalent) graphing calculator as a control. The Precalculus Concept Assessment (Carlson, Oehrtman, & Engelke, 2010) was used to measure aspects of students' conceptual understanding of course material, while the Student Attitude Survey developed at UMass-Dartmouth (Brookstein, Hegedus, Dalton, Moniz, & Tapper, 2011) was adopted to explore student attitudes. Both instruments were administered at the beginning and end of the 16-week term. Although no statistically significant overall difference was detected in the change in mean PCA scores between the two groups, analysis of results suggests that there were differences in the type of reasoning abilities whose development was supported by the use of the two devices. However, the largest PCA score improvements occurred among female students in the treatment group. The most consistent results from the SAS concerned student attitudes toward group work, indicating a negative trend in this attitude component. There were some indications that students using the DGU Desmos were more engaged with using technology as part of the learning process. Implications and limitations of the present study are discussed in detail, as well as directions and suggestions for future research.
Author: Ryan Vail Thomas
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 222
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Book Description
The goal of this study is to explore and characterize the effects of using a dynamic graphing utility (DGU) on conceptual understanding and attitudes toward mathematics, measured by the responses of college algebra students to an attitude survey and concepts assessment. Two sections of college algebra taught by the primary researcher are included in the study, with one group using the dynamic graphing utility Desmos (www.desmos.com), and the other using the TI-84 (or equivalent) graphing calculator as a control. The Precalculus Concept Assessment (Carlson, Oehrtman, & Engelke, 2010) was used to measure aspects of students' conceptual understanding of course material, while the Student Attitude Survey developed at UMass-Dartmouth (Brookstein, Hegedus, Dalton, Moniz, & Tapper, 2011) was adopted to explore student attitudes. Both instruments were administered at the beginning and end of the 16-week term. Although no statistically significant overall difference was detected in the change in mean PCA scores between the two groups, analysis of results suggests that there were differences in the type of reasoning abilities whose development was supported by the use of the two devices. However, the largest PCA score improvements occurred among female students in the treatment group. The most consistent results from the SAS concerned student attitudes toward group work, indicating a negative trend in this attitude component. There were some indications that students using the DGU Desmos were more engaged with using technology as part of the learning process. Implications and limitations of the present study are discussed in detail, as well as directions and suggestions for future research.
Author: Razieh Shahriari
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 328
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Book Description
This mixed qualitative and quantitative methods study addressed the effect of technology on college algebra and survey of calculus students' understanding. This research study was conducted in fall 2016 on eight college algebra classes with a total of 315 students, and in summer 2017, on two survey of calculus classes with a total of 40 students at the University of Arkansas. Several sources were used to collect data. A pre- and post- student attitude survey was administered during the first and last week of the semester for both college algebra and survey of calculus courses. Students' scores and paper work on three written tests (review test 1, review test 2 and concept test) in college algebra and students' scores and paper work on two written tests (review test 1 and review test 2) in survey of calculus were collected. The concept test was the only paper test normally administered in college algebra. Quantitative and qualitative data analysis enabled discussion of the effect of technology on students' understanding and organization of their work. This research study was guided by the following research questions. 1. How does the use of technology affect college algebra and calculus students' understanding and performance? 2. What areas of college algebra and calculus are affected more by technology? 3. How does using technology affect the organization of college algebra and calculus students' written work? 4. Does the use of technology positively impact college algebra and calculus students' attitudes toward their mathematics skills? The results from the study exposed evidence that use of technology (handheld graphing calculators, online graphing utility Desmos, and smartphone apps) in teaching and learning increased college algebra students' understanding of several concepts such as domain, vertical and horizontal asymptotes, end behavior of a function, and logarithmic functions. In addition, college algebra students' skills such as logical reasoning, use of graph, organization including written order, and correct use of notation and symbols were significantly increased when they used technology. Survey of calculus students' understanding increased in several topics such as finding maximum/minimum for two variable functions, limits, and definite integrals when they used technology in their class activities and on written tests.
Author: Richard Alan Chilcoat
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 382
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Book Description
Author: Thomasenia Adams
Publisher:
ISBN: 9780530003740
Category : Education
Languages : en
Pages : 180
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Book Description
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: Jennifer Sue Austin
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
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Book Description
Author: William O. Martin
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 574
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Author: Sharon D. Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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Author: Yvonne Moore Coston
Publisher:
ISBN:
Category :
Languages : en
Pages : 396
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Author: Rebecca J. Hunter
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 132
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Author: Beth Greene Costner
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
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Book Description
Abstract: The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.
