Does the Use of a Graphing Calculator Tutorial Affect the Attitudes, Achievement, and Calculator Ability of Non-Mathematics Majors in a Calculus Course?

The use of graphing calculators in a mathematics classroom is becoming more common place. Teaching with technology has allowed for advancements in the rapidity with which students learn and the degree to which they retain the material taught. As a result, teachers have time to delve more deeply into mathematical topics that might otherwise have merely been touched upon. This study shows the effects of a graphing calculator tutorial for non-mathematics major students taking calculus as a required course. Qualitative methods were used in order to provide information about the types of students taking a calculus course for nonmathematic students. The tutorial was used to help the student better understand the use of a graphing calculator while learning calculus. The study tested changes in attitudes, achievement, and ability with respect to the use of a graphing calculator through the use of a post-survey, a pre/post-quiz, and overall grade comparison. The tutorial was not heavily used by the students. This finding suggests that students are not dependent on the use of a graphing calculator to better understand calculus and its applications

A Comparative Study of the Introduction of Advanced Placement and International Baccalaureate Mathematics Courses in Ningbo, China

Recently, in an attempt to promote globalization and internationalization, the Chinese government has introduced AP (Advanced Placement) and IB (International Baccalaureate) programs in Chinese high school. Although it is one of the biggest countries to introduce international programs to its secondary education in an effort to prepare more students to go overseas to pursue their higher education, China does not have much research focusing on introduced foreign academic programs. The purpose of this study is to fill in some gaps in the research while providing a better understanding of the depth behind the phenomenon of introducing the AP program and the IB diploma program in China and that introduction’s impact on the existing general Chinese high school program in mathematics. Multiple sources of data were collected and used to make various kinds of analysis such as contextual analysis, cross-curricula comparisons and statistical analysis. The findings illustrated the differences and similarities between the AP program and the IB program in their respective schools in Ningbo, China. It further examined the differences and similarities between the AP program/ IB program and the intended Chinese high school program in mathematics education. It also explored mathematics instructors’ perceptions of the imported AP and IB programs in China. Limitations of this study include the absence of some test scores, the relatively small sample size and the circumscribed selection of interviewees. This study provides a guide to help Chinese students and their parents decide on a learning program based on individual preferences. Also, the results of this study indicate that a considerable gap exists between secondary education and higher education in Chinese mathematics, and also points to possible limitations for individualized learning. The findings imply the need to consider curricular reform and suggest that local teachers and non-local teachers who teach in the imported programs consider reinforcing their teaching by learning from each other. Policymakers need to make adjustments to consider local conditions when introducing international programs so as to offer the most suitable program possible to native students

Potential factors influencing senior secondary students’ use of CAS calculators in mathematics

The following paper reports on certain aspects of the quantitative analysis of data collected from 367 participants across six Victorian secondary schools in Australia. The data was collected using the Mathematics and Technology Attitudes Scale (MTAS) developed by Pierce, Stacey and Barkatsas (2007) which measures five affective variables examining students’ learning with technology in mathematics. Using ANOVA techniques, statistically significant differences were found between the MTAS variables and gender, school, grade, year level and years of CAS experience

Investigation into the use of graphics calculators by mathematics teachers

This thesis reports on the findings of four inter-related studies : a pilot study with three Post-graduate student-teachers, a longitudinal case study of a novice teacher, a cross sectional study of novice teachers and experienced teachers, and a study of a mathematics department just beginning to use graphics calculators. Four research tools were used in the main part of this research a: questionnaire lesson observations, interviews and log books. The questionnaire was designed to elicit participants' responses about their beliefs and attitudes about graphics calculators. The data from the questionnaires were triangulated with data collected from lesson observations and interviews. The questionnaire data suggested that the participants' beliefs and attitudes about graphics calculators were relatively stable and remained unchanged during the research. The interviews and observations provided much greater insight into the way teachers use graphics calculators. The fourth strand of the research asked a group of teachers to record their use of graphics calculators in a log book. The log book data were used to identify the types of tasks and activities that teachers present to their pupils. The log book data showed that teachers make limited use of graphics calculators in their teaching. A model to describe the way teachers use graphics calculators is proposed. The proposed model highlights the way that teachers use graphics calculators and describes four levels of use. The model also describes how teachers move from one level to the next by considering their professional development

Teachers' and fourth graders' questions during a problem-solving lesson

Peer reviewe

The effects of mathematics methods courses on the mathematical attitudes, content knowledge, and pedagogical beliefs of preservice teachers

This study investigated the effects of mathematics methods courses on the mathematical attitudes, content knowledge, and pedagogical beliefs of preservice elementary teachers and preservice secondary mathematics teachers. The study was conducted during the fall semester of 1992 at the University of Nevada, Las Vegas. Forty-seven preservice teachers participated voluntarily. Twenty-eight were enrolled in an elementary mathematics methods course; nineteen were enrolled in a secondary mathematics methods course; Attitudes toward mathematics were studied quantitatively by administering Aiken\u27s Revised Attitude Scale on a pretest-posttest basis. The results indicated that the attitude toward mathematics of preservice elementary teachers improved significantly. The attitude toward mathematics of preservice secondary mathematics teachers improved, but not significantly; Mathematical content was measured quantitatively by administering a test designed to measure knowledge of meaningful mathematical content. This test was administered on a pretest-posttest basis. The results indicated that the meaningful mathematical content knowledge of preservice elementary teachers improved significantly. The meaningful mathematical content knowledge of preservice secondary mathematics teachers did not change significantly; Preservice teachers\u27 pedagogical beliefs were studied qualitatively. Specifically, beliefs concerning the use of manipulatives, technological aids, and cooperative learning were considered. Respondents wrote about their beliefs in each of these areas at the beginning of the semester and were interviewed at the end of the semester. Analysis of the qualitative data resulted in the generation of the following four working hypotheses: (a) Mathematics methods courses provide preservice teachers with important knowledge and experience concerning the use of manipulatives, technological aids, and cooperative learning; (b) preservice teachers learn mathematical content through their experiences in the mathematics methods course which involve the use of manipulatives, technological aids, and cooperative learning; (c) preservice teachers are concerned that difficulties might arise which will impede their ability to incorporate the use of manipulatives, technological aids, and cooperative learning in their classrooms; and (d) preservice teachers leave their mathematics methods course feeling they need to learn more about the use of manipulatives, technological aids, and cooperative learning

Contra generative AI detection in higher education assessments

This paper presents a critical analysis of generative Artificial Intelligence (AI) detection tools in higher education assessments. The rapid advancement and widespread adoption of generative AI, particularly in education, necessitates a reevaluation of traditional academic integrity mechanisms. We explore the effectiveness, vulnerabilities, and ethical implications of AI detection tools in the context of preserving academic integrity. Our study synthesises insights from various case studies, newspaper articles, and student testimonies to scrutinise the practical and philosophical challenges associated with AI detection. We argue that the reliance on detection mechanisms is misaligned with the educational landscape, where AI plays an increasingly widespread role. This paper advocates for a strategic shift towards robust assessment methods and educational policies that embrace generative AI usage while ensuring academic integrity and authenticity in assessments