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 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 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 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 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 Impact of Using Technology on Student Achievement written by Barbara Renee Buckner and published by . This book was released on 2011 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator. A review of the literature found that the emergence of calculators and computers has changed the way mathematics is both done and used (Ellington, 2006; Thorpe, 1989; & Kieran, 1992). Research also showed that students can effectively use a graphing calculator as an instructional tool to make and understand different types of representations (Choi-Koh, 2003; Colgan, 1993; and Drijvers & Doorman, 1996). Other studies have shown how graphing calculator use has engaged students in higher level thinking skills (Dessart, DeRidder, Charleen, & Ellington, 1999; Ellington, 2006; Graham & Thomas, 1998; Keller & Hirsch, 1998; Huntley, Rasmussen, Villarubi, Sangtong, & Fey, 2000; & Ronau et al., 2008). Since it is a relatively new tool, there is a limited amount of research on the classroom use of the TI-Nspire. The TI-Nspire is designed to link together multiple-representations within a single problem, so the concept of functions is an ideal context within which to study the impact of the TI-Nspire. This was a quasi-experimental study. The researcher gathered and analyzed pretest, post-test, and post post-test data on student performance on function concepts. The study included a 90 minute classroom observation of each class as well as document analysis of weekly questionnaires, daily lesson plans, and daily assessments. Vignettes employed classroom observations, document analysis, and thick description to triangulate the results of the qualitative analysis. During the summer prior to this study, all teachers attended 12 hours of training over the course of two days with a National Texas Instruments Instructor in which they were trained to use the TI-Nspire graphing calculator. Teachers were then given a TINspire, TI-Nspire emulator and access to online Atomic learning video training (Atomic Learning, 2011), to continue their exploration of the TI-Nspire. The week prior to the study, the teachers attended another day of professional development activity taught by a Texas Instruments Trained Cadre member. This "Function Focused Session" was six hours long and provided review on the TI-Nspire, specific training about teaching the function concept with the TI-Nspire, and time to create lesson plans and activities for this study. During the two weeks of treatment and two weeks of follow up, teachers met once a week for "Weekly Touchdown Sessions" a 90 minute meeting held after school to complete a weekly questionnaire, turn in lesson plans, assessments, and receive further professional development on the TI-Nspire. Providing a trained Texas Instruments Instructor on a weekly basis to answer questions, assist in providing direction for the following week, and meeting weekly with the teachers to complete questionnaires were vital strategies necessary to support teachers with this new technology tool and to assure their fidelity in treatment implementation and control maintenance. All professional development sessions were taught by Texas Instruments trained Instructors. The results from four teachers, each with one treatment class using the TI-Nspire and one control class using a non-graphing scientific calculator, were significant on the pre-test with the control group having a higher mean score than the treatment group and statistical significance on the post post-test with the treatment group having a higher mean score than the control group. While there was a statistically significant effect of Teacher Zeta on the post-post test in comparisons with the other teachers, most of the teacher effect was controlled for within the design of the study. To control for teacher effect, all teachers taught both a treatment and a control class. For each teacher, one of their two algebra classes was randomly assigned to treatment and the other was then assigned to control. There was not enough power in the data to properly analyze the effect of socioeconomic status and special education. This study supports the use of TI-Nspire graphing calculators in Algebra classrooms while studying the concept of functions. This study shows that, while using the TI-Nspire graphing calculator, the use of multiple representations and higher Depth of Knowledge activities can be used to improve student achievement, and impact classroom teaching, and lesson planning. While this study shows the impact of the TI-Nspire graphing calculator for the concept of functions, further research is needed to continue evaluating the impact of the TI-Nspire across additional mathematics topics.

Download or read book The Effect of Student Use of Graphing Calculators on Perceptions of Freshmen Algebra 1 Students Towards Mathematics written by Elizabeth L. Davis and published by . This book was released on 1995 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Utilization of Graphing Calculators in Algebra I Instruction for Low SES Students written by Edna Horton Flores and published by . This book was released on 2009 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Council of Teachers of Mathematics (NCTM) asserts that a goal of mathematics education, in Prekindergarten through grade 12, is to develop mathematical power for all students, and that educational equity is the nucleus of this goal. Nevertheless, researchers have found that equity for all students in mathematics education has not been fully realized. African American students, especially those of low socioeconomic status (SES), are consistently shortchanged in the mathematics education they receive. According to NCTM, calculators can enhance the achievement of equity in mathematics education. The usage of graphing calculators in the teaching and learning of mathematics is advocated by NCTM and the National Research Council. A plethora of research shows that the use of graphing calculators has positive effects on students learning mathematics. Numerous studies have focused on the use of graphing calculators in secondary school mathematics. In particular, research has been conducted on the use of graphing calculators in Algebra I and Algebra II. A vast majority of students in these studies were White. The purpose of this descriptive study was to examine the use of graphing calculators in the teaching and learning of Algebra I for low-SES African American students. Specifically, this study investigated the similarities/difference in instruction, where graphing calculators were used and where they were not used, of a ninth-grade Algebra I unit on linear functions. This study used data from observations, interviews, and documents to examine teachers intended and implemented curriculum. Findings showed that teachers who used graphing calculators in instruction made connections between the different representations of functions. Teachers who did not use graphing calculators did not make connections between various ways to represent linear functions. Characteristics of standards-based instruction were observed in both groups.

Download or read book The Effect of Graphing Calculators on Learning Algebraic Concepts in Junior High School Mathematics written by Jacob Darren Wolf and published by . This book was released on 2001 with total page 172 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 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 Relationship Between Graphing Calculator Use and the Development of Classroom Norms in an Exemplay Teacher s College Algebra Course written by Sally Sue Gerren and published by . This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

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 on Student Achievement and Attitude in Algebra I written by Jerolyn F. Braunagel and published by . This book was released on 2011 with total page 178 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study 15 high school students were taught Algebra I using traditional paper and pencil methods while 18 students were taught with graphing calculators. Results showed no significant difference in achievement during the unit on linear equations and no significant difference in attitudes toward mathematics.

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 Effect of Using Graphing Calculators on Student Achievement in Introductory Algebra and Geometry written by Charles T. Ritz (III.) and published by . This book was released on 1999 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Teaching with Graphing Calculators on Student Achievement in Algebra I written by Janet Davis and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: