7,554 research outputs found

    A study of the impact graphing calculators have on the achievement in high school pre calculus

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    The use of graphing calculators in high school mathematics has long been debated. The transformation of function, in particular, parabolas, was studied and it was shown that there was no loss of achievement in Pre-Calculus classes with the use of graphing calculators. Assessments examined the impact of the graphing calculator on the conceptual knowledge of the topics by testing the students without the graphing calculator and with the graphing calculators. Five classes of pre calculus students (two classes who used graphing calculators and three who did not) were used in the study. The same students were used in the before and after assessments to more accurately analyze the impact of the graphing calculator on learning. After the second assessment, the students were given a survey using Likert-type items to investigate the attitude towards the graphing calculator as a teaching tool. This survey was divided into two parts; the ability to use a graphing calculator and the effect graphing calculators has on the mathematics experience

    Effects of Using Graphic Calculators in the Teaching and Learning of Mathematics on Students’ Performance and Metacognitive Awareness

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    Three phases of quasi-experimental study with non-equivalent control group posttest only design were conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their level of metacognitive awareness. Experiment in Phase I was conducted for two weeks to provide an initial indicator of the effectiveness of graphing calculator strategy on students’ performance and their metacognitive awareness. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The first phase involved one experimental group (n=21) and one control group (n=19) from two Form Four classes in a randomly selected school in Selangor. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Experiment for Phase II was further carried out for six weeks incorporating measures of mathematical performance, focused on metacognitive awareness during problem solving and in addition, measures of mental effort and instructional efficiency. This phase involved two experimental groups (n=33) and two control groups (n=32) from four Form Four classes in one randomly selected school in Malacca. As in Phase I, the same learning conditions were given for both experimental and control groups. Finally, experiment in Phase III was carried out for six weeks incorporating comparison on two levels of mathematics ability (low and average) and two types of instructional strategy (graphing calculator strategy and conventional instruction strategy). Form Four students from one of schools in Malacca were the sample for Phase III. Altogether there were four groups of students given four learning conditions vis-à-vis: the average mathematical ability given the use of graphing calculators (n=15), the low mathematical ability also given graphing calculators (n=19), the average mathematical ability given the conventional instruction (n=16) and the low mathematical ability given also the conventional instruction (n=20).Four instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale, Metacognitive Awareness Survey and Graphing Calculator Usage Survey. The data for Phases I and II were analysed using independent t-test and planned comparison test while data for Phase III were analysed using multiple analysis of variance and planned comparison test. The study shows that the graphing calculator instruction enhanced students’ performance and induced higher levels of their metacognitive awareness with less mental effort invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic for both groups of low and average mathematics ability. These findings indicated that the graphing calculator instruction is superior in comparison to the conventional instruction, hence implying that integrating the use of graphing calculator in teaching and learning of mathematics was more efficient than the conventional instruction strategy. The average mathematics ability group benefited more from the graphing calculator instruction as it decreased the amount of mental effort by double than the low mathematics ability group. Further, most students in graphing calculator strategy group showed an overall favourable view towards integrating the use of the graphing calculator in the teaching and learning of mathematics. Even though some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculator improves their understanding of the Straight Lines topic and hence, the usage of the graphing calculator was an effective strategy in teaching and learning of mathematics

    Graphing Quadratic Equations Using the TI Calculator

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    After doing a quick review of what they already know about quadratic equations and the graphing calculator we will then point out how graphing a quadratic is the same steps on the calculator as graphing a linear equation

    The Effects of Graphing Calculator use on High-School Students\u27 Reasoning in Integral Calculus

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    This mixed-method study investigated the impact of graphing calculator use on high school calculus students\u27 reasoning skills through calculus problems when applying to concepts of the definite integral and its applications. The study provides an investigation of the effects on reasoning when graphing calculators are used, since it is proposed that, through reasoning, conceptual understanding can be achieved. Three research questions were used to guide the study: (1) Does the use of the graphing calculator improve high school calculus students\u27 reasoning ability in calculus problems applying the definite integral? (2) In what specific areas of reasoning does use of the graphing calculator seem to be most and least effective? and (3) To what extent can students who have used the graphing calculator demonstrate ability to solve problems using pencil and paper methods? The study included a quantitative, quasi-experimental component and a qualitative component. Results of the quantitative and qualitative analysis indicate that (1) graphing calculators had a positive impact upon students\u27 reasoning skills (2) graphing calculators were most effective in the areas of initiating a strategy and monitoring progress (3) students\u27 reasoning skills were most improved when graphing calculators were used together with the analytic approach during both instruction and testing and (4) students who used the graphing calculator performed equally as well in all elements of reasoning as those who used pencil and paper to solve problems

    Technology : The Positive And Negative Effects On Student Achievement

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    Technology is the technical means people use to improve their surroundings. People use technology to improve their ability to do work. Classrooms around the world have implemented many forms of technology to enhance student interest and achievement. One form of technology that is common to math classrooms is the graphing calculator. One eighth grade math class of nineteen students from an urban middle school was taught a unit on Solving Systems of Equations by Graphing. The unit was implemented with and without the use of the graphing calculator. Students were first introduced to the unit through the use of pencils and graph paper. All the graphing was done by hand and students had to determine the solutions of the systems of equations by proper graphing techniques. The students were then tested at the end of the unit. Students were then given the same unit but were now able to use the graphing calculator as a means to enhance their learning of Solving Systems of Equations through graphing. Students were then tested again but this time they were able to use the graphing calculator during the test. Student achievement for the unit had risen and grades on the assessments had increased due to the presence of technology. Student engagement and interest had also increased due to the presence of technology

    Instructional efficiency of the integration of graphic calculators in teaching and learning mathematics.

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    This quasi-experimental study with non-equivalent control group post-test only design was conducted to investigate the effects of using graphing calculators in mathematics teaching and learning on Form Four Malaysian secondary school students’ performance and their meta-cognitive awareness level. Graphing calculator strategy refers to the use of TI-83 Plus graphing calculator in teaching and learning of Straight Lines topic. The experimental group underwent learning using graphing calculator while the control group underwent learning using conventional instruction. Three instruments were used in this study namely, Straight Lines Achievement Test, Paas Mental Effort Rating Scale and Metacognitive Awareness Survey. The data were analysed using independent t-test and planned comparison test. The findings indicated that the graphing calculators’ instruction enhanced students’ performance and induced higher levels of metacognitive awareness among students. Less mental effort were invested during the learning and test phases and hence increased 3-dimensional instructional efficiency index in learning of Straight Lines topic. Hence it can be implied that integrating the use of graphing calculators in teaching and learning of mathematics was more efficient than the conventional instruction strategy. Eventhough some students experience difficulties in using graphing calculators initially during learning, they responded overwhelmingly that graphing calculators improves their understanding of the Straight Lines topic. Hence, the usage of the graphing calculator lends as an effective strategy in teaching and learning of mathematics

    Absolute Values and Inequalities using TI-Calculator

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    Using the TI-83 Graphing Calculator, students will learn about inequalities and graphing absolute value functions

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

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    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 study of secondary teachers\u27 attitudes toward the use of the graphing calculator to prepare for and perform on the HSPA

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    The purpose of this research will be to identify the effectiveness of graphing calculators as instructional tools in building the skills needed to demonstrate proficiency on the New Jersey HSPA. To research this topic, teachers from South Jersey high schools were contacted and asked to respond to a survey regarding opinions and observations about the use of the graphing calculator. The survey was created by the researcher in order to investigate how teachers feel graphing calculators influence conceptual understanding of skills tested on the HSPA. The survey will use a Likert scale to measure teacher attitudes about the effect of use of graphing calculators on students\u27 conceptual understanding of skills that are tested on the HSPA. Because of previous research, and research contained here, it is clear that the appropriate use of the graphing calculator in mathematics classrooms will be of great benefit to the growth of students by enhancing conceptual understanding of HSPA skills. It is important that all teachers are properly trained in how to use the calculator appropriately to enhance these skills. Teachers should use the calculator often and include it as part of regular assessment

    The graphing calculator as an instrument of semiotic mediation in the construction of the function concept

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    UID/CED/02861/2016According to some authors, the graphing calculator facilitates the students' ability to reflect and generalize, when involved in performing exploratory tasks, leading them to the construction of mathematical knowledge (Doorman, Drijvers, Dekker, Heuvel-Panhuizen, Lange e Wijers, 2007). We present the resolution of the task: "My hand", with the graphing calculator, whose purpose was to consolidate the concept of function and to understand when a cartesian graph corresponds to the representation of a function. On the other hand, looking at the artifact, the graphing calculator, as a instrument of semiotic mediation, we intend to analyze how the transition from personal meanings to mathematical meanings (Mariotti, 2018) was developed, in the resolution of the task.publishersversionpublishe
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