The Effects of the Use of Graphing Calculator on Learning Disabled Students' Achievement and Attitudes in a University Finite Mathematics Course PDF Download
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Author: Kenneth Lee Jones
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 262
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Book Description
Author: Kenneth Lee Jones
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 262
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 436
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Book Description
Author: Jennifer Sue Austin
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 784
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Author:
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 199
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Book Description
Graphing calculators are mainstay in the U.S. high school mathematics curriculum and because of that considerable research has been done on the effect of graphing calculators in the math classroom. Until recently most of the research on graphing calculator use in mathematics education has either been quantitative in nature, focusing on student achievement and attitude, or qualitative focusing on the teaching and learning of a particular mathematical topic (Choi-Koh, 2003; Ellington, 2003; Forester & Mueller, 2002; Smith & Shotsberger, 1997, for example). In addition, there is a growing body of research on how students are adapting graphing calculator technology to their mathematical learning (Artigue, 2002; Drijvers, 2000; Guinn and Trouche, 1999). However, none of this work addresses how students use the graphing calculator when they are working in independent situations or their perceptions of how the graphing calculator impacts their mathematical experience. My work aims to attend to this gap in the research. This dissertation reports on a mixed methods study with data consisting of survey data (n = 111) and in-depth interview data compiled from six case studies. The case study students participated in a task based interview and a stimulated response reflection interview. Particular attention was paid to both the affective and mathematical aspects of graphing calculator use. The data indicates that AP Calculus students value the ability to change the cognitive demand of tasks, the ability to engage in mathematical play, to check their written solutions, and to manage time effectively when doing mathematics. All of the students reported that using the graphing calculator in each of these ways provides them with both a mathematical and affective pay-off. Most surprising is that the ways in which the students value using their graphing calculators to solve problems does not coincide with their perceptions of what it means to 'do math' in a school setting. This result suggests that in the continuing discussion of how and if graphing calculators should be incorporated into school mathematics and assessment it is important to address this inconsistency.
Author: Liana Fernandez Fox
Publisher:
ISBN:
Category : Active learning
Languages : en
Pages : 386
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Author: Sharon JoAnne Thomasson
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 292
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Book Description
Author: Kari Michelle Everett
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 160
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Book Description
Author: Jason A. Miller
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 29
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Author: Roxana Cati Russell
Publisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 195
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Book Description
The impact of using the calculator as a standard accommodation during the instruction and assessment of students with learning disabilities has not been sufficiently investigated. The purpose of this study was to determine if the use of the calculator in grades 6, 7 and 8, as a standard accommodation during math instruction and assessment contributed to improved performance for students with learning disabilities. These students struggled with math and received special education services in this academic area before and during the use of the accommodation. The researcher also investigated whether the effect of this accommodation varied with the type of special education program awarded (inclusion, resource, self-contained). The theoretical foundation of the study was cognitive deficit theory that focused on working memory deficits. A quantitative, causal-comparative research design was conducted using archival data from a small school district to compare the performance of the students with learning disabilities on the grade level state standardized assessment before the implementation of the calculator as a standard accommodation and afterwards. The results of paired samples t tests and a two-way mixed ANOVA were statistically significant, showing that students who used the calculator performed at a higher level. The special education program did not influence the effect of using the calculator; all students with learning disabilities benefited from using this accommodation. The implications of these findings suggest that calculators allow students with learning disabilities to learn key concepts by addressing the cognitive deficit challenges of retrieving basic math facts.
