Download or read book The Effects of Graphing Calculator Use on Students Understanding of Secondary Mathematics written by Christina Marie McClain and published by . This book was released on 1997 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Graphing calculator intensive Institute on Content Knowledge Confidence and Classroom Use by Secondary Mathematics Teachers written by Cheryl Patrice Poage and published by . This book was released on 2002 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Graphing Calculators in Secondary Mathematics on Student s Attitudes and Achievements written by Jason A. Miller and published by . This book was released on 2009 with total page 29 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 Impact of Calculators on Mathematics Instruction written by George W. Bright and published by University Press of America. This book was released on 1994 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: From a May 1992 conference in Houston, 11 papers reflect on how calculators do and might influence the teaching of mathematics, and make recommendations for future efforts to integrate them into the curriculum. Among the topics are inservice training for teachers, the graphing calculator in pre-algebra courses, supercalculators in undergraduate mathematics, and surveys and assessments from various systems and levels. No index. Paper edition (unseen), $21.50. Annotation copyright by Book News, Inc., Portland, OR

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 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 The Effects of Graphing Calculator Use on Students Understanding of Functions and Graphs in College Algebra written by Rebecca J. Hunter and published by . This book was released on 2004 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book High School Teachers Use Of Graphing Calculators written by Levi Molenje and published by LAP Lambert Academic Publishing. This book was released on 2014-08-27 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book The Effect of Graphing Calculators on Secondary Mathematics Achievement written by Leann M. Lesmeister and published by . This book was released on 1996 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Graphing Calculators in the Mathematics Classroom written by Jane Ah Jin Lee and published by . This book was released on 2007 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated teachers' conceptions of mathematics and their teaching practices with respect to the use of graphing calculators in their mathematics classrooms. Case studies on three teacher participants were developed using quantitative and qualitative data that consisted of self-assessments on beliefs in mathematics, observations, surveys on professional and personal technology use, and semi-structured interviews. All three teachers viewed mathematics as a dynamic field, emphasized understanding concepts as opposed to mechanical procedures, and preferred the construction and understanding of the concept over the memorization of procedures. All three teachers were willing to use graphing calculators in the mathematics classroom and all three had a similar goal of attempting to use the graphing calculators to eliminate mechanical processing time and enhance their students' ability to construct their own learning. The evidence from the study suggests that these teacher's practices, with respect to the use of graphing calculators in the mathematics classroom, are influenced by how proficient their students are at using this technology and how accessible the technology is. There were five major findings from the study: (1) if the mechanics of operating a graphing calculator involve at least as much mental effort as the mechanics involved in pencil and paper work, then using the graphing calculator will not free up students so that they can concentrate on constructing their own knowledge and understanding of mathematical concepts or solving more complex problems; (2) when mechanical operating issues are overcome, introducing graphing calculators into the mathematics classroom aids teachers in helping students construct their own mathematical knowledge by allowing all students to begin at a common starting point; (3) to obtain the full benefits of having students learn with the graphing calculators in the mathematics classroom, teachers must require students to use the graphing calculators when they are being evaluated; (4) teachers will determine for themselves where graphing calculators can be most appropriately used in the curriculum; and (5) teachers require strategies that will allow them to successfully deal with managing the day-to-day difficulties involved in using technological instruments such as the graphing calculator in the classroom. Implications for future study include how we can help those teachers inexperienced with the use of technology to incorporate the use of technology in their classrooms, how we need to address the need for consistent teaching practices throughout the intermediate, secondary and post-secondary levels, and how future case studies can be coded to reflect more precisely the language used by teachers to question students in the classroom. Suggestions for educators to consider when using graphing calculators in the mathematics classroom are given at the end of the study.

Download or read book The Effects of Graphing Calculators in the Secondary Algebra 1 Classroom written by John D. Brandt and published by . This book was released on 1997 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Role of Graphing Calculators in Students Algebraic Thinking written by Sandy Margaret Spitzer and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Helping Children Learn Mathematics written by National Research Council and published by National Academies Press. This book was released on 2002-07-31 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

Download or read book Uses of Technology in Lower Secondary Mathematics Education written by Paul Drijvers and published by Springer. This book was released on 2016-06-14 with total page 41 pages. Available in PDF, EPUB and Kindle. Book excerpt: This topical survey provides an overview of the current state of the art in technology use in mathematics education, including both practice-oriented experiences and research-based evidence, as seen from an international perspective. Three core themes are discussed: Evidence of effectiveness; Digital assessment; and Communication and collaboration. The survey’s final section offers suggestions for future trends in technology-rich mathematics education and provides a research agenda reflecting those trends. Predicting what lower secondary mathematics education might look like in 2025 with respect to the role of digital tools in curricula, teaching and learning, it examines the question of how teachers can integrate physical and virtual experiences to promote a deeper understanding of mathematics. The issues and findings presented here provide an overview of current research and offer a glimpse into a potential future characterized by the effective integration of technology to support mathematics teaching and learning at the lower secondary level.

Download or read book The Impact of Handheld Graphing Calculator Use on Student Achievement in Algebra 1 written by Joan I. Heller and published by . This book was released on 2005 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the relationship between instructional use of handheld graphing calculators and student achievement in Algebra 1. Three end-of-course test forms were administered (without calculators) using matrix sampling to 458 high-school students in two suburban school districts in Oregon and Kansas. Test questions on two forms were drawn from Texas and Massachusetts publicly-released standardized test items, and the third form was custom-designed to emphasize conceptual understanding and math applications. All classes used Key Curriculum Press's "Discovering Algebra" textbook. Results showed that the more access students had graphing calculators, and the more instructional time in which graphing calculators were used, the higher the test scores. In addition, scores were significantly higher where teachers reported receiving professional development on how to use a graphing calculator in math instruction. Appended are: (1) Teacher Survey; (2) Classroom Survey; (3) End-of-Course Algebra Test Form T; (4) End-of-Course Algebra Test Form M; and (5) End-of-Course Algebra Test Form C. (Contains 19 tables.) [This work was also funded by Key Curriculum Press.].

Download or read book Why are the Majority of Secondary Mathematics Educators Not Incorporating Graphing Calculators Into the Mathematics Curriculum written by Carlos A. Burke and published by . This book was released on 1993 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: