Download or read book The Effect of Different College Algebra Courses on Students Understanding of Linear and Exponential Function Concept written by Erick Brian Hofacker and published by . This book was released on 2006 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Two Technologies on College Algebra Students Understanding of the Concept of Function written by Gregory Kent Harrell and published by . This book was released on 2001 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Abstracts of Papers Presented to the American Mathematical Society written by American Mathematical Society and published by . This book was released on 2008 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Two Technologies on College Algebra Students Understanding of the Concept of Function written by Gregory Harrell and published by Dissertation Discovery Company. This book was released on 2018-12-06 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The effect of two technologies on College Algebra students' understanding of the concept of function" by Gregory Kent Harrell, was obtained from University of Florida and is being sold with permission from the author. 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.
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 Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 612 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Graphing Approach College Algebra Curriculum on Students Understanding of the Function Concept written by Jeannie Conrad Hollar and published by . This book was released on 1996 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educational Research Quarterly written by and published by . This book was released on 2012 with total page 338 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Instruction Using Manipulatives on Students Understanding of the Concept of a Variable in an Introductory College Algebra Course written by Edwin George Oltmanns and published by . This book was released on 1995 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Graphing Calculators and A Three Core Representation Curriculum on College Students Learning of Exponential and Logarithmic Functions written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the potential benefits of a multi-representational curriculum on studentsâ€TM understanding of and connections among graphical, tabular, and symbolic representations of algebraic concepts. The participants of the study were 113 college students enrolled in developmental college algebra at a southern university. This study utilized a quasi-experimental design in which instructors taught the course from a scripted algebraic perspective while the researcher taught the course from a functional approach simultaneously introducing multiple representations. The effect of a three-core representation curriculum on student success was assessed with a pretests and posttests of nine problems, with three representations; algebraic, graphical, and numerical. Also used were pretests and posttests of ten calculator knowledge questions. The problems were chosen because of their prevalence in most developmental college algebra curricula. The three-core representation curriculum was more successful in increasing student achievement. Students from the three-core representation curriculum scored significantly higher and were significantly more adept in using representational methods other than algebraic to solve the problem. This research showed that a multi-representational curriculum could be effective in expanding studentsâ€TM web of connected knowledge of algebraic and functional concepts.
Download or read book The Effects of Multi Representational Methods on Students Knowledge of Function Concepts in Developmental College Mathematics written by and published by . This book was released on 2003 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the potential benefits of a multi-representational curriculum on students' understanding of and connections among graphical, tabular, and symbolic representations of algebraic concepts. The participants of the study were 313 college students enrolled in developmental college algebra at two southern universities. This study utilized a quasi-experimental design in which instructors at one university (control) taught the course from a traditional algebraic perspective while instructors at the other university (treatment) taught the course from a functional approach simultaneously introducing multiple representations. The effect of a multi-representational curriculum on student success and representational preference was assessed with a pretests and posttests of five problems, each with three representations; graphic, tabular, and symbolic. The problems were chosen because of their prevalence in most developmental college algebra curricula. Although both curricula were successful in increasing student achievement, students from the multi-representational curriculum scored significantly higher and were significantly more adept in using representational methods other than algebraic to solve the problems. Qualitative interviews were also conducted with eight participants from each school to examine the connections that students were making and their ability to move flexibly among the graphical, tabular, and algebraic representations. The interviews were analyzed using Biggs and Collis's SOLO Taxonomy. This research showed that a multi-representational curriculum could be effective in expanding students' web of connected knowledge of algebraic and functional concepts. The SOLO Taxonomy and rubric defined in this research gives teachers an effective way of measuring student learning.
Download or read book CLEP written by and published by . This book was released on 2012 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: REA's CLEP test preps are perfect for adults returning to college or attending for the first time, military service members, high-school graduates looking to earn college credit, or home-schooled students with knowledge that can translate into college credit. /Our review covers all the College Algebra topics found on the official exam: sets, number systems and operations, exponents and radicals, equations, inequalities, ratio and proportion, and more. /Students start their study by taking our half-length diagnostic practice test online. This timed test includes automatic scoring and diagnostic feedback, so students can pinpoint their strengths and weaknesses. The book includes 2 full-length practice tests that mirror the actual exam, allowing test-takers to become familiar with the test format before taking the CLEP. Each practice test comes with detailed explanations of answers, so students can identify areas in need of improvement and be prepared on test day.
Download or read book College Algebra written by Jay Abramson and published by . This book was released on 2018-01-07 with total page 892 pages. Available in PDF, EPUB and Kindle. Book excerpt: College Algebra provides a comprehensive exploration of algebraic principles and meets scope and sequence requirements for a typical introductory algebra course. The modular approach and richness of content ensure that the book meets the needs of a variety of courses. College Algebra offers a wealth of examples with detailed, conceptual explanations, building a strong foundation in the material before asking students to apply what they've learned. Coverage and Scope In determining the concepts, skills, and topics to cover, we engaged dozens of highly experienced instructors with a range of student audiences. The resulting scope and sequence proceeds logically while allowing for a significant amount of flexibility in instruction. Chapters 1 and 2 provide both a review and foundation for study of Functions that begins in Chapter 3. The authors recognize that while some institutions may find this material a prerequisite, other institutions have told us that they have a cohort that need the prerequisite skills built into the course. Chapter 1: Prerequisites Chapter 2: Equations and Inequalities Chapters 3-6: The Algebraic Functions Chapter 3: Functions Chapter 4: Linear Functions Chapter 5: Polynomial and Rational Functions Chapter 6: Exponential and Logarithm Functions Chapters 7-9: Further Study in College Algebra Chapter 7: Systems of Equations and Inequalities Chapter 8: Analytic Geometry Chapter 9: Sequences, Probability and Counting Theory
Download or read book The Effects of Graphing Calculators and a Model for Conceptual Change on Community College Algebra Students Concept of Function written by Thomasenia Adams and published by . This book was released on 2019-05-31 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of Calculator based Laboratory Activities on College Algebra Students Understanding of the Function Concept and Graphing written by Brenda Boyette Cates and published by . This book was released on 2000 with total page 458 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Examining the Effects of College Algebra on Students Mathematical Dispositions written by Kevin L. Watson and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Graphics Calculator enhanced Instruction and Cooperative Learning on College Algebra Students Understanding of the Function Concept Achievement of Algebraic Skills and Attitudes Toward Mathematics written by Yvonne Moore Coston and published by . This book was released on 1994 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
