The Effect of the Graphing Calculator on Student Achievement in Factoring Quadratic Equations PDF Download

Author: Cynthia Welsh Wilkins
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 226

View

Book Description

Author: Jennifer Sue Austin
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 270

View

Book Description

Author: Charles T. Ritz (III.)
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 106

View

Book Description

Author: Steve Rhine
Publisher: IAP
ISBN: 1641134135
Category : Education
Languages : en
Pages : 351

View

Book Description
Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.

Author: Neil Hatem
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 214

View

Book Description

Author: Alan Rogerson
Publisher: WTM-Verlag Münster
ISBN: 3959870469
Category : Education
Languages : en
Pages : 387

View

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: Kenneth R. Moore
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 88

View

Book Description

Author: Edwin Montijo
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 101

View

Book Description
As technology in education continues to improve, research is necessary to assess the impact it is having on students’ confidence in the way students solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study is to examine the impact the Desmos graphing calculator has on the problem-solving confidence of middle school and high school students as compared to students who use a TI-83 Plus graphing calculator while controlling for students’ math achievement scores. The students (N = 146) participating in this study were learning their respective mathematics material for an equivalent period of 12 weeks in order to determine whether students who used the Desmos calculator experienced a statistically significant difference in problem-solving confidence levels. Students in both groups took the assessment at the end of the 12-week period of learning and an Analysis of Covariance (ANCOVA) was used to test whether there was a significant difference in the scores of the Problem Solving Inventory (PSI). Results indicate that there was a statistically significant difference in problem-solving confidence scores between middle and high school students who used the Desmos graphing calculator as compared to students who used a TI-83 Plus graphing calculator, while controlling for student math achievement scores.

Author: Sandy Margaret Spitzer
Publisher: ProQuest
ISBN: 9780549811756
Category : Algebra
Languages : en
Pages :

View

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: Pamela A. Chandler
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 184

View

Book Description