The Use of the Graphing Calculator to Support the Learning of the Function Concept by Students with Learning Disabilities in a Mathematics Classroom PDF Download
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Author: Diane Carluccio
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 592
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Book Description
Author: Diane Carluccio
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 592
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 582
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Author: Carl Wallace Norris
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 348
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Book Description
Author: David Howard Rose
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 200
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Book Description
Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create universal access to educational curricula for all students, including those with disabilities. The "universal" in UDL does not mean there is a single optimal solution for everyone. Instead, it underscores the need for flexible approaches to teaching and learning that meet the needs of different kinds of learners. In this first UDL Reader, Anne Meyer and David H. Rose, cofounders of CAST, the educational nonprofit that developed the UDL framework, bring together a collection of articles on the practical, classroom dimensions of the UDL revolution in education. The authors offer insights on learner differences, the capacities of new media in the classroom, and effective teaching and assessment practices. The volume also includes lessons from teacher professional development workshops, classroom-based research, and UDL practitioners themselves. A highly readable volume aimed particularly at school teachers and administrators, this book is also an uncommonly accessible introduction to UDL for all readers committed to creating improved and universal access to educational materials for all students.
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: Jane Ah Jin Lee
Publisher:
ISBN: 9780494276877
Category : Graphic calculators
Languages : en
Pages : 306
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Book Description
This study investigated teachers' conceptions of mathematics and their teaching practices with respect to the use of graphing calculators in their mathematics classrooms. Case studies on three teacher participants were developed using quantitative and qualitative data that consisted of self-assessments on beliefs in mathematics, observations, surveys on professional and personal technology use, and semi-structured interviews. All three teachers viewed mathematics as a dynamic field, emphasized understanding concepts as opposed to mechanical procedures, and preferred the construction and understanding of the concept over the memorization of procedures. All three teachers were willing to use graphing calculators in the mathematics classroom and all three had a similar goal of attempting to use the graphing calculators to eliminate mechanical processing time and enhance their students' ability to construct their own learning. The evidence from the study suggests that these teacher's practices, with respect to the use of graphing calculators in the mathematics classroom, are influenced by how proficient their students are at using this technology and how accessible the technology is. There were five major findings from the study: (1) if the mechanics of operating a graphing calculator involve at least as much mental effort as the mechanics involved in pencil and paper work, then using the graphing calculator will not free up students so that they can concentrate on constructing their own knowledge and understanding of mathematical concepts or solving more complex problems; (2) when mechanical operating issues are overcome, introducing graphing calculators into the mathematics classroom aids teachers in helping students construct their own mathematical knowledge by allowing all students to begin at a common starting point; (3) to obtain the full benefits of having students learn with the graphing calculators in the mathematics classroom, teachers must require students to use the graphing calculators when they are being evaluated; (4) teachers will determine for themselves where graphing calculators can be most appropriately used in the curriculum; and (5) teachers require strategies that will allow them to successfully deal with managing the day-to-day difficulties involved in using technological instruments such as the graphing calculator in the classroom. Implications for future study include how we can help those teachers inexperienced with the use of technology to incorporate the use of technology in their classrooms, how we need to address the need for consistent teaching practices throughout the intermediate, secondary and post-secondary levels, and how future case studies can be coded to reflect more precisely the language used by teachers to question students in the classroom. Suggestions for educators to consider when using graphing calculators in the mathematics classroom are given at the end of the study.
Author: Thomas A. Romberg
Publisher: Routledge
ISBN: 1136476296
Category : Education
Languages : en
Pages : 363
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Book Description
This volume focuses on the important mathematical idea of functions that, with the technology of computers and calculators, can be dynamically represented in ways that have not been possible previously. The book's editors contend that as result of recent technological developments combined with the integrated knowledge available from research on teaching, instruction, students' thinking, and assessment, curriculum developers, researchers, and teacher educators are faced with an unprecedented opportunity for making dramatic changes. The book presents content considerations that occur when the mathematics of graphs and functions relate to curriculum. It also examines content in a carefully considered integration of research that conveys where the field stands and where it might go. Drawing heavily on their own work, the chapter authors reconceptualize research in their specific areas so that this knowledge is integrated with the others' strands. This model for synthesizing research can serve as a paradigm for how research in mathematics education can -- and probably should -- proceed.
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: National Research Council
Publisher: National Academies Press
ISBN: 0309131987
Category : Education
Languages : en
Pages : 53
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Book Description
Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.
