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Author: Keith M. Dreiling Publisher: ISBN: 9781109971354 Category : Languages : en Pages : 199
Book Description
Graphing calculators have been used in education since 1986, but there is no consensus as to how, or if, they should be used. The National Council of Teachers of Mathematics and the National Research Council promote their use, and ample research supports the positive benefits of their use, but not all teachers share this view. Also, rural schools face obstacles that may hinder them from implementing technology. The purpose of this study is to determine how graphing calculators are used in mathematics instruction of high schools in western Kansas, a rural region of the state. In addition to exploring the introduction level of graphing calculators, the frequency of their use, and classes in which they are used, this study also investigated the beliefs of high school mathematics teachers as related to teaching mathematics and the use of graphing calculators. Data were collected through surveys, interviews, and observations of classroom teaching. Results indicate that graphing calculators are allowed or required in almost all of the high schools of this region, and almost all teachers have had some experience using them in their classrooms. Student access to graphing calculators depends more on the level of mathematics taken in high school than on the high school attended; graphing calculator calculators are allowed or required more often in higher-level classes than in lower-level classes. Teachers believe that graphing calculators enhance student learning because of the visual representation that the calculators provide, but their teaching styles have not changed much because of graphing calculators. Teachers use graphing calculators as an extension of their existing teaching style. In addition, nearly all of the teachers who were observed and classified as non-rule-based based on their survey utilized primarily rule-based teaching methods.
Author: Keith M. Dreiling Publisher: ISBN: 9781109971354 Category : Languages : en Pages : 199
Book Description
Graphing calculators have been used in education since 1986, but there is no consensus as to how, or if, they should be used. The National Council of Teachers of Mathematics and the National Research Council promote their use, and ample research supports the positive benefits of their use, but not all teachers share this view. Also, rural schools face obstacles that may hinder them from implementing technology. The purpose of this study is to determine how graphing calculators are used in mathematics instruction of high schools in western Kansas, a rural region of the state. In addition to exploring the introduction level of graphing calculators, the frequency of their use, and classes in which they are used, this study also investigated the beliefs of high school mathematics teachers as related to teaching mathematics and the use of graphing calculators. Data were collected through surveys, interviews, and observations of classroom teaching. Results indicate that graphing calculators are allowed or required in almost all of the high schools of this region, and almost all teachers have had some experience using them in their classrooms. Student access to graphing calculators depends more on the level of mathematics taken in high school than on the high school attended; graphing calculator calculators are allowed or required more often in higher-level classes than in lower-level classes. Teachers believe that graphing calculators enhance student learning because of the visual representation that the calculators provide, but their teaching styles have not changed much because of graphing calculators. Teachers use graphing calculators as an extension of their existing teaching style. In addition, nearly all of the teachers who were observed and classified as non-rule-based based on their survey utilized primarily rule-based teaching methods.
Author: Alan Rogerson Publisher: WTM-Verlag Münster ISBN: 3959870469 Category : Education Languages : en Pages : 387
Book Description
This volume contains the papers presented at the International Conference on Challenges in Mathematics Education for the Next Decade held from September 10-15, 2017 in Balatonfüred, Hungary. The Conference was organized by The Mathematics Education for the Future Project – an international educational project founded in 1986.
Author: Jeff McCalla Publisher: John Wiley & Sons ISBN: 1119887607 Category : Computers Languages : en Pages : 335
Book Description
You and your trusty TI-84+ can ace math, together Graphing calculators are an essential tool in many high school and college math courses. TI-84 Plus CE Graphing Calculator For Dummies teaches you how to use these handy little machines with confidence, for basic math and far, far beyond. Packed with insider tips, common mistakes to avoid, and updates on the newest products available, this is the must-have reference to get the most out of your graphing calculator. You’ll learn how to navigate the home screen, menus, and mode settings. And we’ll teach you how to use your calculator to, uh, do math—starting with basic arithmetic functions and stepping up through matrices, complex numbers, and beyond. You can even learn about probability and how to conduct statistical data analysis with your TI-84+. Get graphing! Grasp the basics of using your TI-84+ graphing calculator Learn how to use shortcut menus to enter fractions, matrices and logarithms (with a change of base!) Figure out how to make charts, scatter plots, and more Get started programming in Python on the new TI-84 Plus CE Python Edition If you have the older TI-84+, look for tips that point out keystroke and functionality differences This edition of TI-84 Plus CE Graphing Calculator For Dummies lets you do everything there is to do with the very latest TI-84+ models. Whatever kind of math you’re doing, you’ll get some quality screen time in, thanks to Dummies.
Author: Jeff McCalla Publisher: John Wiley & Sons ISBN: 1118075692 Category : Computers Languages : en Pages : 384
Book Description
The updated guide to the newest graphing calculator from TexasInstruments The TI-Nspire graphing calculator is popular among high schooland college students as a valuable tool for calculus, AP calculus,and college-level algebra courses. Its use is allowed on the majorcollege entrance exams. This book is a nuts-and-bolts guide toworking with the TI-Nspire, providing everything you need to get upand running and helping you get the most out of this high-poweredmath tool. Texas Instruments’ TI-Nspire graphing calculator isperfect for high school and college students in advanced algebraand calculus classes as well as students taking the SAT, PSAT, andACT exams This fully updated guide covers all enhancements to theTI-Nspire, including the touchpad and the updated software that canbe purchased along with the device Shows how to get maximum value from this versatile mathtool With updated screenshots and examples, TI-Nspire ForDummies provides practical, hands-on instruction to helpstudents make the most of this revolutionary graphingcalculator.
Author: Publisher: ISBN: Category : Graphic calculators Languages : en Pages : 199
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: Andrew T. Wong Publisher: ISBN: Category : Graphic calculators Languages : en Pages : 0
Book Description
Changes in technology over the past ten years have correspondingly changed the mathematics classroom. The availability and widespread acceptance of the graphing calculator has resulted in a shift in the teaching of mathematics. The purpose of this study was to explore the uses of the graphing calculator as an additional instructional tool within a traditional teaching context. This twelve-week study involved two Mathematics 12 classes. Students had access to TI-81 graphing calculators while at school and they could sign one out for overnight use. During the study, students were required to maintain a journal on their use of the graphing calculator. The researcher also maintained a detailed daily log on areas where the graphing calculator was used. At the conclusion of this study, students prepared a final essay on the incorporation of the graphing calculator into their mathematics class. Furthermore, six students participated in an audio-taped interview to clarify any comments that they had made in their journals or final essay. The topics covered were functions, polynomial functions, and an introduction to calculus. The graphing calculator was useful for finding inverses of functions and solving quadratic equations. With polynomials, understanding the remainder and factor theorems, finding integral and rational roots, and solving polynomial inequalities were made easier with a graphing calculator. In calculus, the graphing calculator was useful with limits, velocity, and curve sketching. The results of this study indicated that, to varying degrees, almost all students had positive experiences using the graphing calculator. Students appreciated the access to this technology. Throughout this study, students identified the following themes--the graphing calculator made their work easier because they were able to see what was happening; once familiar with its operation, the graphing calculator saved a lot of time; and, the graphing calculator was a good educational tool and its use was not detrimental to their learning. This study contains numerous implications for the use of graphing calculators in the teaching and learning of mathematics. Educational trends seem to favor the increased use of this technology. However, logistical difficulties and security problems must also be addressed. As graphing calculators will become a required part of all British Columbia mathematics courses, increased availability and accessibility is desirable.
Author: C. C. Edwards Publisher: For Dummies ISBN: 9780764571404 Category : Computers Languages : en Pages : 0
Book Description
If you have a TI-84 Plus Graphing Calculator, you have a powerful, sophisticated tool for advanced math. In fact, it’s so sophisticated that you may not know how to take advantage of many of its features and functions. That’s a good problem to have, and TI-84 Plus Graphing Calculator For Dummies is the right solution! It takes the TI-84 Plus to the next power, showing you how to: Display numbers in normal, scientific, or engineering notations Perform basic calculations, deal with angles, and solve equations Create and investigate geometric figures Graph functions, inequalities, or transformations of functions Create stat plots and analyze statistical data Create probability experiments like tossing coins, rolling dice, and so on Save calculator files on your computer Add applications to your calculator so that it can do even more TI-84 Plus Graphing Calculator For Dummies was written by C.C. Edwards, author of TI-83 Plus Graphing Calculator For Dummies, who has a Ph.D. in mathematics and teaches on the undergraduate and graduate levels. The book doesn’t delve into high math, but it does use appropriate math examples to help you delve into: Using the Equation Solver Using GeoMaster and its menu bar to construct lines, segments, rays, vectors, circles, polygons, perpendicular and parallel lines, and more Creating a slide show of transformations of a graph Using the Inequality Graphing application to enter and graph inequalities and solve linear programming problems There’s even a handy tear-out cheat sheet to remind you of important keystrokes and special menus, And since you’ll quickly get comfortable with the built-in applications, there’s a list of ten more you can download and install on your calculator so it can do even more! TI-84 Plus Graphing Calculator For Dummies is full of ways to increase the value of your TI–84 Plus exponentially.
Author: Keith M. Dreiling
Author: Keith M. Dreiling
Author: Alan Rogerson
Author: Anand Kuragayala
Author: Peter Balyta
Author: Jeff McCalla
Author: Jeff McCalla
Author: 
Author: Andrew T. Wong
Author: 
Author: C. C. Edwards