Download or read book College Calculus Students Experiences With Attitudes Towards and Uses of the Graphing Calculator written by Mehmet Akif Ocak and published by . This book was released on 2006 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teddy Bear Or Tool written by and published by . This book was released on 2007 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2006 with total page 614 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Nation s Report Card written by and published by . This book was released on 2001 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Using Technology on Students Understanding in Calculus and College Algebra written by Razieh Shahriari and published by . This book was released on 2019 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed qualitative and quantitative methods study addressed the effect of technology on college algebra and survey of calculus students' understanding. This research study was conducted in fall 2016 on eight college algebra classes with a total of 315 students, and in summer 2017, on two survey of calculus classes with a total of 40 students at the University of Arkansas. Several sources were used to collect data. A pre- and post- student attitude survey was administered during the first and last week of the semester for both college algebra and survey of calculus courses. Students' scores and paper work on three written tests (review test 1, review test 2 and concept test) in college algebra and students' scores and paper work on two written tests (review test 1 and review test 2) in survey of calculus were collected. The concept test was the only paper test normally administered in college algebra. Quantitative and qualitative data analysis enabled discussion of the effect of technology on students' understanding and organization of their work. This research study was guided by the following research questions. 1. How does the use of technology affect college algebra and calculus students' understanding and performance? 2. What areas of college algebra and calculus are affected more by technology? 3. How does using technology affect the organization of college algebra and calculus students' written work? 4. Does the use of technology positively impact college algebra and calculus students' attitudes toward their mathematics skills? The results from the study exposed evidence that use of technology (handheld graphing calculators, online graphing utility Desmos, and smartphone apps) in teaching and learning increased college algebra students' understanding of several concepts such as domain, vertical and horizontal asymptotes, end behavior of a function, and logarithmic functions. In addition, college algebra students' skills such as logical reasoning, use of graph, organization including written order, and correct use of notation and symbols were significantly increased when they used technology. Survey of calculus students' understanding increased in several topics such as finding maximum/minimum for two variable functions, limits, and definite integrals when they used technology in their class activities and on written tests.
Download or read book Graphing Calculators and Their Effect on Secondary Students Attitudes Toward Mathematics written by Kristen Davis and published by . This book was released on 1998 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to examine the effectiveness of using graphing calculators in the secondary mathematics classroom and to investigate if and how students' attitudes changed as a result of using graphing calculators. The research was conducted on Advanced Algebra students studying lines of regression and later matrices and their functions. The same survey was administered to the students after each unit, and differences were noted. The survey included questions regarding advantages and disadvantages of using graph calculators in each of these units. The students were also asked as to whether or not using graphing calculators improved their overall understanding of the material. Results of these surveys indicated that the more experience students had with graphing calculators, the more beneficial they were perceived to be by the students. Students reported after the second unit that the [sic] using graphing calculators improved their understanding of the material and students felt they saved time and made the problems easier. Some students cited disadvantages such as becoming too reliant on graphing calculators."--Author's abstract.
Download or read book Does the Use of a Graphing Calculator Tutorial Affect the Attitudes Achievement and Calculator Ability of Non mathematics Majors in a Calculus Course written by Kari Michelle Everett and published by . This book was released on 2011 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effect of Graphing Calculator Use on Student Achievement in College Algebra written by Jennifer Sue Austin and published by . This book was released on 1996 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Graphing Calculators in College Calculus written by Susan Dale Barton and published by . This book was released on 1995 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined classroom instructional practices and teacher's professed conceptions about teaching and learning college calculus in relationship to the implementation of scientific-programmable-graphics (SPG) calculators. The study occurred at a university not affiliated with any reform project. The participants were not the catalysts seeking to implement calculus reform, but expressed a willingness to teach the first quarter calculus course with the SPG calculator. The research design was based on qualitative methods using comparative case studies of five teachers. Primary data were collected through pre-school interviews and weekly classroom observations with subsequent interviews. Teachers' profiles were established describing general conceptions of teaching calculus, instructional practices, congruence between conceptions and practice, conceptions about teaching using SPG calculators, instructional practice with SPG calculators, and the relationship of conceptions and practice with SPG calculators. Initially, all the teachers without prior experience using SPG calculators indicated concern and skepticism about the usefulness of the technology in teaching calculus and were uncertain how to utilize the calculator in teaching the calculus concepts. During the study the teachers became less skeptical about the calculator's usefulness and found it effective for illustrating graphs. Some of the teachers' exams included more conceptual and graphically-oriented questions, but were not significantly different from traditional exams. Findings indicated the college teachers' conceptions of teaching calculus were generally consistent with their instructional practice when not constrained by time. The teachers did not perceive a dramatic change in their instructional practices. Rather, the new graphing approach curriculum and technology were assimilated into the teachers' normal teaching practices. No major shifts in the role of the teachers were detected. Two teachers demonstrated slight differences in their roles when the SPG calculators were used in class. One was a consultant to the students as they used the SPG calculators; the other became a fellow learner as the students presented different features on the calculator. Use of the calculator was influenced by several factors: inexperience with the calculator, time constraints, setting up the classroom display calculator, preferred teaching styles and emphasis, and a willingness to risk experimenting with established teaching practices and habits.
Download or read book A Study of the Effects of Graphing Calculator Use on the Attitudes of High School Algebra II Students Toward Mathematics written by Cheryl T. Pietraszewski and published by . This book was released on 2002 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Graphing Calculators on the Achievement and Attitude of College Precalculus Students written by Darwin Evander Mills and published by . This book was released on 2000 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Learning Mathematics with Graphing Calculator written by Nataliya Reznichenko and published by . This book was released on 2007 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Assumptions: Today, when technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology "influences the mathematics that is taught and enhances students' learning" (NCTM, 2000, p. 24). Rationale: This presentation describes qualitative study which purpose was to understand the process of mathematics learning by high school graduates, recent Developmental mathematics students, in a technology rich environment. Objectives: The study accesses students' beliefs about the use of graphing calculator (GC) TI-83 and describes students' experiences in learning mathematics with GC. Theoretical framework: The reason for the major impact of electronic technology (ET) on the reform in mathematics education is its effect on the cognitive processes--nature of mathematical thinking and understanding (Heid, 1997). From this perspective, a concept of "cognitive technologies" is used to investigate the impact of technology on mathematics education. Among cognitive tools used in mathematics education are GC. They give students easy access to computational and graphical results (Heid, 1997). Studying the role of GC as a cognitive tool might concentrate on the ways in which students perceive GC as promoting conceptual understanding. Techniques: Multi-case study of mathematics learning of high school graduates, recent Developmental Mathematics students at CCBC-Essex, presents one aspect--the role of GC as a cognitive tool. Results: The presented qualitative study includes an analysis of students' experiences in learning mathematics with GC, as well as students' perceptions related to technology use for specific mathematics topics. Conclusions: The implementing of GC as cognitive tools for mathematics learning is consistent with an emphasis of contemporary school mathematics and Developmental mathematics on the problem solving and modeling. Summary: This presentation describes qualitative study which purpose was to understand the process of mathematics learning by high school graduates, recent Developmental Mathematics students, in a technology rich environment. The study accesses students' beliefs about the use of graphing calculator (GC) TI-83 and describes students' experiences in learning mathematics with GC. Appended are: (1) Guiding questions for the interview; and (2) List of themes with initial codes.
Download or read book Using the Graphing Calculator in the Teaching of Senior Secondary Mathematics written by Andrew T. Wong and published by . This book was released on 1998 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Workshop Calculus with Graphing Calculators written by Nancy Baxter Hastings and published by Springer Science & Business Media. This book was released on 2006-06-02 with total page 437 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on the popular "Workshop Approach", which has been hailed by the community for its hands on approach, these new versions of the popular Workshop Calculus allow the easy incorporation of a graphing calculator. Like the originals, these volumes cover topics in calculus while simultaneously reviewing precalculus concepts. Activities, experiments, and exercises are found throughout.
Download or read book Teaching and Learning of Calculus written by David Bressoud and published by Springer. This book was released on 2016-06-14 with total page 44 pages. Available in PDF, EPUB and Kindle. Book excerpt: This survey focuses on the main trends in the field of calculus education. Despite their variety, the findings reveal a cornerstone issue that is strongly linked to the formalism of calculus concepts and to the difficulties it generates in the learning and teaching process. As a complement to the main text, an extended bibliography with some of the most important references on this topic is included. Since the diversity of the research in the field makes it difficult to produce an exhaustive state-of-the-art summary, the authors discuss recent developments that go beyond this survey and put forward new research questions.
Download or read book Learning and Understanding written by National Research Council and published by National Academies Press. This book was released on 2002-08-06 with total page 588 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.
Download or read book Current Index to Journals in Education written by and published by . This book was released on 2000 with total page 958 pages. Available in PDF, EPUB and Kindle. Book excerpt:
