Author: Carla A. MonticelliPublisher:
ISBN:
Category : Algebra
Languages : en
Pages : 256
Book Description
Effects of Using the Graphing Calculator as Compared to the Scientific Calculator on Achievement and Attitude in College Algebra
Author: Carla A. MonticelliPublisher:
ISBN:
Category : Algebra
Languages : en
Pages : 256
Book Description
Effect of Graphing Calculator Use on Student Achievement in College Algebra
Author: Jennifer Sue AustinPublisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270
Book Description
The Effects of the Graphing Calculator on the Achievement and Attitude of College Students Enrolled in Elementary Algebra
Author: Sharon JoAnne ThomassonPublisher:
ISBN:
Category : Algebra
Languages : en
Pages : 292
Book Description
The Effects of Graphing Calculators on Community College Students' Attitude and Achievement in College Algebra
Author: Sharon D. WalkerThe Effects of Using the Graphing Calculator in a College Algebra Class
Author: Mary Elizabeth LennonPublisher:
ISBN:
Category : Algebra
Languages : en
Pages : 184
Book Description
The Effect of a Graphing Calculator Used in an Active Learning Environment on Intermediate Algebra Students' Achievement and Attitude
Author: Liana Fernandez FoxPublisher:
ISBN:
Category : Active learning
Languages : en
Pages : 386
Book Description
An Analysis of the Effect of the Use of a Hand-held Calculator on Attitude and Achievement in Selected College Algebra Classes
Author: Annette J. CooperThe Effect of Graphing Calculators on Student Achievement in College Algebra and Pre-calculus Mathematics Courses
Author: Neil HatemPublisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 214
Book Description
Thinking Precalculus
Author: Craig Richard WilliamsPublisher:
ISBN:
Category :
Languages : en
Pages : 306
Book Description
The Effects of Graphing Calculators on Student Achievement and Attitude in Algebra I
Author: Jerolyn F. BraunagelPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 178
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.