Beliefs and Classroom Practices of Teachers who Persist in the Use of Graphing Calculators in the Teaching of High School Algebra PDF Download
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Author: Martha Eleanor VanCleave Publisher: ISBN: Category : High school teachers Languages : en Pages : 512
Book Description
This study investigated the beliefs and classroom practices of four teachers who had used graphing calculators in their teaching for a minimum of three years prior to the study and at least one prior year in the teaching of second year algebra. The persistence criteria, prior experience utilizing graphing calculators in their teaching, was designed to provide an investigation of established beliefs and practices. A case study approach involving detailed examination of the four teachers was used. The data collected and analyzed included interviews, observational fieldnotes, videotapes of classroom observations, and documents. Upon the completion of data collection detailed descriptions of the beliefs and classroom practices of the individual teachers were created. Additional analysis included exploration of the consistencies and discrepancies within individual teacher's beliefs and practices, exploration of the consistencies among teachers, and comparisons of teachers' professed beliefs and demonstrated practices to the constructivist theory and visions for the use of graphing calculators. A high degree of consistency was found between the teachers' beliefs and classroom practices, both when graphing calculators were in use and when they were not. Particularly notable were the consistency between the espoused belief in the importance of assisting students in making connections and the observed emphasis on connections between concepts being presented and concepts previously explored. It was found that teachers' experiences outside of the classroom, especially interaction with other teachers, played a significant role in the process of bringing beliefs and practices into agreement. These experiences served as factors in development of beliefs and practices and as stimulators for reflection, the central element in the process of developing an integrated structure of beliefs and practices. The use of graphing calculators was found to focus on learning to use the tool to do mathematics and not as a tool to learn mathematics. While the focus on using the graphing calculator as a tool to do mathematics was not consistent with the constructivist approach to teaching and the visions for the use of graphing calculators, it was consistent with the teachers' view of algebra as the foundation for the study of higher mathematics.
Author: Martha Eleanor VanCleave Publisher: ISBN: Category : High school teachers Languages : en Pages : 512
Book Description
This study investigated the beliefs and classroom practices of four teachers who had used graphing calculators in their teaching for a minimum of three years prior to the study and at least one prior year in the teaching of second year algebra. The persistence criteria, prior experience utilizing graphing calculators in their teaching, was designed to provide an investigation of established beliefs and practices. A case study approach involving detailed examination of the four teachers was used. The data collected and analyzed included interviews, observational fieldnotes, videotapes of classroom observations, and documents. Upon the completion of data collection detailed descriptions of the beliefs and classroom practices of the individual teachers were created. Additional analysis included exploration of the consistencies and discrepancies within individual teacher's beliefs and practices, exploration of the consistencies among teachers, and comparisons of teachers' professed beliefs and demonstrated practices to the constructivist theory and visions for the use of graphing calculators. A high degree of consistency was found between the teachers' beliefs and classroom practices, both when graphing calculators were in use and when they were not. Particularly notable were the consistency between the espoused belief in the importance of assisting students in making connections and the observed emphasis on connections between concepts being presented and concepts previously explored. It was found that teachers' experiences outside of the classroom, especially interaction with other teachers, played a significant role in the process of bringing beliefs and practices into agreement. These experiences served as factors in development of beliefs and practices and as stimulators for reflection, the central element in the process of developing an integrated structure of beliefs and practices. The use of graphing calculators was found to focus on learning to use the tool to do mathematics and not as a tool to learn mathematics. While the focus on using the graphing calculator as a tool to do mathematics was not consistent with the constructivist approach to teaching and the visions for the use of graphing calculators, it was consistent with the teachers' view of algebra as the foundation for the study of higher mathematics.
Author: Sally Sue Gerren Publisher: ISBN: Category : Languages : en Pages :
Book Description
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: Levi Molenje Publisher: LAP Lambert Academic Publishing ISBN: 9783659580314 Category : Languages : en Pages : 172
Book Description
The concept of function is critical to the study of mathematics since it cuts across virtually all areas of mathematics and has a robust ability to provide meaningful representations of complex situations in the real world. Studies however, have shown that students have difficulty in shifting among representations of a function. Other studies have shown that graphing calculators can improve students' conceptual understanding of functions by allowing them to explore the various representations. This book extends the research base by considering how teachers' beliefs about graphing calculators may influence their use of multiple representations. The book also examines how the nature of classroom dynamics - teacher directed lessons versus lessons involving student exploration - influences the role of the graphing calculator and subsequently the exploration of multiple representations. Results reported here should benefit various groups involved with teacher preparation including pre-service teacher educators, professional development providers for in-service teachers and curriculum developers who create materials that incorporate technology.
Author: Tony G. Williams Publisher: Teaching and Learning Company ISBN: 0787733326 Category : Education Languages : en Pages : 18
Book Description
Add the vital warm-up process to your algebra lessons with these workouts designed to capture students interest and reinforce their skills. A broad range of concepts is covered from linear equations to factoring to pure fun. Each workout is easily reproducible and includes an answer key or mini-lesson demonstrating how to solve each problem. Essential teaching tips for the algebra classroom are also included.
Author: Tony G. Williams Publisher: Teaching and Learning Company ISBN: 0787733369 Category : Education Languages : en Pages : 18
Book Description
Add the vital warm-up process to your algebra lessons with these workouts designed to capture students interest and reinforce their skills. A broad range of concepts is covered from linear equations to factoring to pure fun. Each workout is easily reproducible and includes an answer key or mini-lesson demonstrating how to solve each problem. Essential teaching tips for the algebra classroom are also included.
Author: Tony G. Williams Publisher: Teaching and Learning Company ISBN: 0787733318 Category : Education Languages : en Pages : 20
Book Description
Add the vital warm-up process to your algebra lessons with these workouts designed to capture students interest and reinforce their skills. A broad range of concepts is covered from linear equations to factoring to pure fun. Each workout is easily reproducible and includes an answer key or mini-lesson demonstrating how to solve each problem. Essential teaching tips for the algebra classroom are also included.
Author: Tony G. Williams Publisher: Teaching and Learning Company ISBN: 0787733377 Category : Education Languages : en Pages : 16
Book Description
Add the vital warm-up process to your algebra lessons with these workouts designed to capture students interest and reinforce their skills. A broad range of concepts is covered from linear equations to factoring to pure fun. Each workout is easily reproducible and includes an answer key or mini-lesson demonstrating how to solve each problem. Essential teaching tips for the algebra classroom are also included.
Author: Martha Eleanor VanCleave
Author: Martha Eleanor VanCleave
Author: 
Author: Sally Sue Gerren
Author: Levi Molenje
Author: Tony G. Williams
Author: 
Author: Tony G. Williams
Author: Tony G. Williams
Author: Perian Meharg Herring
Author: Tony G. Williams