The Effects of the Use of Graphing Calculators on Algebra Skills, Attitudes and Self-concept of Algebra II Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects of the Use of Graphing Calculators on Algebra Skills, Attitudes and Self-concept of Algebra II Students PDF full book. Access full book title The Effects of the Use of Graphing Calculators on Algebra Skills, Attitudes and Self-concept of Algebra II Students by Charlene Higgins. Download full books in PDF and EPUB format.
Author: Charlene Higgins
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 134
Get Book Here
Book Description
Author: Charlene Higgins
Publisher:
ISBN:
Category : Calculators
Languages : en
Pages : 134
Get Book Here
Book Description
Author: Cheryl T. Pietraszewski
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 136
Get Book Here
Book Description
Author: Sandy Margaret Spitzer
Publisher: ProQuest
ISBN: 9780549811756
Category : Algebra
Languages : en
Pages :
Get Book Here
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: Beverly Ann Scott
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 240
Get Book Here
Book Description
Author: Carl Wallace Norris
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 348
Get Book Here
Book Description
Author: Thomasenia Adams
Publisher:
ISBN: 9780530003740
Category : Education
Languages : en
Pages : 180
Get Book Here
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: Jerolyn F. Braunagel
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
Get Book Here
Book Description
In this study 15 high school students were taught Algebra I using traditional paper and pencil methods while 18 students were taught with graphing calculators. Results showed no significant difference in achievement during the unit on linear equations and no significant difference in attitudes toward mathematics.
Author: Debra S. Bakner
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 50
Get Book Here
Book Description
Author: Jennifer Sue Austin
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
Get Book Here
Book Description
Author: Ryan Vail Thomas
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 222
Get Book Here
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.
