A Study of the Effect of Using a Graphing Calculator on Students' Understanding of the Concept of Limits in Advanced Mathematics Classes PDF Download

Author: Michael S. Ramsey
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 65

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Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 790

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Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 806

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Author: Arumugam Muhundan
Publisher:
ISBN:
Category :
Languages : en
Pages :

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ABSTRACT: This study examined the effects of using graphing calculators with a numerical approach designed by the researcher on students learning of limits and derivatives in an Applied Calculus course at a community college. The purposes of this study were to investigate the following: (1) students achievement in solving limit problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved limit problems with a traditional approach (primarily an algebraic approach); and (2) students achievement in solving derivative problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved derivative problems with a traditional approach (primarily an algebraic approach).

Author: Thomasenia Adams
Publisher:
ISBN: 9780530003740
Category : Education
Languages : en
Pages : 180

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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: 030917080X
Category : Education
Languages : en
Pages : 588

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This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

Author: Donald Patrick Kinney
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 656

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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1032

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Author: Razieh Shahriari
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 328

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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: Alan Bishop
Publisher: Springer Science & Business Media
ISBN: 9400914652
Category : Education
Languages : en
Pages : 1336

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ALAN J. BISHOP Monash University, Clayton, Victoria, Australia RATIONALE Mathematics Education is becoming a well-documented field with many books, journals and international conferences focusing on a variety of aspects relating to theory, research and practice. That documentation also reflects the fact that the field has expanded enormously in the last twenty years. At the 8th International Congress on Mathematics Education (ICME) in Seville, Spain, for example, there were 26 specialist Working Groups and 26 special ist Topic Groups, as well as a host of other group activities. In 1950 the 'Commission Internationale pour I 'Etude et l' Amelioration de l'Enseignement des Mathematiques' (CIEAEM) was formed and twenty years ago another active group, the 'International Group for the Psychology of Mathematics Education' (PME), began at the third ICME at Karlsruhe in 1976. Since then several other specialist groups have been formed, and are also active through regular conferences and publications, as documented in Edward Jacobsen's Chapter 34 in this volume.