The Integration of the Graphing Calculator Into the Algebra Classroom at the Community College PDF Download

Author: Stuart Moskowitz
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 184

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Author: Sally Sue Gerren
Publisher:
ISBN:
Category :
Languages : en
Pages :

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The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design incorporating qualitative and quantitative research methods was used to explore the question: What happens when an exemplary teacher uses graphing calculators in a college algebra class? The purposively selected participants were the teacher and eleven students of a Texas community college algebra course. All 29 classes of the 14-week spring 2006 semester were observed in their entirety by the researcher. The theoretical frameworks guiding the study were the affective representation system and the Multiple Representations Model of Learning and Teaching with the use of the Mathematics and Science Classroom Observation System for data collection, analysis, and profiling of classroom lessons. Originally developed for grades K-12, the use of the instrument was extended to college algebra. Triangulation of data sources using constant comparative and content analysis methods were used to support the three major findings: (1) The instructor's proactive orchestration of specialized instruction, support materials, and designed activities contributed to the establishment of graphing calculator use as an essential part of classroom norms and promoted students' independent use of the tool; (2) The dynamic and interactive features of the TI-84 Plus graphing calculator facilitated the delivery of instruction at high cognitive levels during student interactive activities providing access to, exploration of, and use of multiple representations for some mathematical concepts and solutions not easily attainable using traditional methods; and (3) Although the majority of students had never used a graphing calculator before the course, all students used the tool at appropriate times during instructional activities, self-reporting that their use of the calculator was generally beneficial for enhancing their understanding of lessons and supporting class interactions. Additionally, all students independently chose to use the calculator during major assessments and reported knowledgeable use of the tool to facilitate improved test performance. Replication of the study is limited because the norms developed in this case are unique to the teacher and students who negotiated their establishment. Suggestions are given regarding educational policies, reform practices, and research extensions.

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: Mary Elizabeth Lennon
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 184

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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.

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

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Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380

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Author: Sharon D. Walker
Publisher:
ISBN:
Category :
Languages : en
Pages : 142

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Author: Perian Meharg Herring
Publisher:
ISBN:
Category : Graphic calculators
Languages : en
Pages : 402

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Author: Ann McNeal
Publisher: DIANE Publishing
ISBN: 9780788142413
Category :
Languages : en
Pages : 324

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Contains abstracts of innovative projects designed to improve undergraduate education in science, mathematics, engineering, and technology. Descriptions are organized by discipline and include projects in: astronomy, biology, chemistry, computer science, engineering, geological sciences, mathematics, physics, and social sciences, as well as a selection of interdisciplinary projects. Each abstract includes a description of the project, published and other instructional materials, additional products of the project, and information on the principal investigator and participating institutions.