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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: 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: Thomasenia Lott Adams
Publisher:
ISBN:
Category : Function algebras
Languages : en
Pages : 338
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Book Description
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.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
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Author: Elizabeth Ann Nagel
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 236
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Author: Nataliya Reznichenko
Publisher:
ISBN:
Category :
Languages : en
Pages : 17
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Book Description
A major goal of this paper is to document changes that occurred in developmental mathematics classrooms in the community college setting when the graphing calculator (GC) Texas Instruments (TI)-83 was introduced to students. The six-week intervention was conducted during the section of Intermediate Algebra in the Community College Baltimore County (CCBC)-Essex. To measure the effect of GC on student achievement in Intermediate Algebra class, a pretest/post-test and statistical paired t-test (one-tailed) were conducted. To measure student attitudes regarding the use of GC throughout the intervention, pre/post-surveys and statistical paired t-tests (one-tailed) were conducted. The results of the intervention show that there is a significant gain in student achievement and a gain in student attitude toward GC in Intermediate Algebra class with the use of GC. Appended are: (1) Survey Collaborative; and (2) Attitudes toward graphing calculators (GC) in mathematics learning questionnaire. (Contains 2 tables.).
Author: Sandy Margaret Spitzer
Publisher: ProQuest
ISBN: 9780549811756
Category : Algebra
Languages : en
Pages :
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Book Description
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:
Publisher:
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: Rebecca J. Hunter
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 132
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Author: Nataliya Reznichenko
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 358
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Since technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology influences the mathematics that is taught and how students learn. In this study, the graphing calculator (GC) (namely the Texas Instruments TI-83) was implemented as a tool to enhance learning of function concept in Intermediate Algebra, one of the developmental mathematics courses in the community college. This study employed a mixed methods methodology, combining quantitative and qualitative approaches to research design. In the quantitative component of the study, a quasi-experimental nonequivalent experimental and control group research design was utilized. In the qualitative component of the study, a free response questionnaire was utilized. To determine the effects of graphing calculator use on students' outcomes including mathematics achievement and students' attitudes toward mathematics and toward the graphing calculator, ANCOVA was applied to examine whether significant differences in students' outcomes exist between the experimental and control groups. To capture students' experiences with the graphing calculator in mathematics learning and discover their perceptions regarding graphing calculator use in learning of function concept, a free response questionnaire was given to the experimental group. Social constructivism was the theoretical framework that guided this study and data were analyzed through social constructivism. -- Abstract.
Author: Sharon D. Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 142
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