Implementation Of Graphing Calculator In Intermediate Algebra With Function Approach In Community College
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Author | : Nataliya Reznichenko |
Publisher | : |
Total Pages | : 17 |
Release | : 2006 |
Genre | : |
ISBN | : |
A major goal of this paper is to document changes that occurred in developmental mathematics classrooms in the community college setting when the graphing calculator (GC) Texas Instruments (TI)-83 was introduced to students. The six-week intervention was conducted during the section of Intermediate Algebra in the Community College Baltimore County (CCBC)-Essex. To measure the effect of GC on student achievement in Intermediate Algebra class, a pretest/post-test and statistical paired t-test (one-tailed) were conducted. To measure student attitudes regarding the use of GC throughout the intervention, pre/post-surveys and statistical paired t-tests (one-tailed) were conducted. The results of the intervention show that there is a significant gain in student achievement and a gain in student attitude toward GC in Intermediate Algebra class with the use of GC. Appended are: (1) Survey Collaborative; and (2) Attitudes toward graphing calculators (GC) in mathematics learning questionnaire. (Contains 2 tables.).
Author | : Nataliya Reznichenko |
Publisher | : |
Total Pages | : 358 |
Release | : 2012 |
Genre | : Algebra |
ISBN | : |
Since technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology influences the mathematics that is taught and how students learn. In this study, the graphing calculator (GC) (namely the Texas Instruments TI-83) was implemented as a tool to enhance learning of function concept in Intermediate Algebra, one of the developmental mathematics courses in the community college. This study employed a mixed methods methodology, combining quantitative and qualitative approaches to research design. In the quantitative component of the study, a quasi-experimental nonequivalent experimental and control group research design was utilized. In the qualitative component of the study, a free response questionnaire was utilized. To determine the effects of graphing calculator use on students' outcomes including mathematics achievement and students' attitudes toward mathematics and toward the graphing calculator, ANCOVA was applied to examine whether significant differences in students' outcomes exist between the experimental and control groups. To capture students' experiences with the graphing calculator in mathematics learning and discover their perceptions regarding graphing calculator use in learning of function concept, a free response questionnaire was given to the experimental group. Social constructivism was the theoretical framework that guided this study and data were analyzed through social constructivism. -- Abstract.
Author | : Thomasenia Adams |
Publisher | : |
Total Pages | : 180 |
Release | : 2019-05-31 |
Genre | : Education |
ISBN | : 9780530003740 |
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.
Author | : Ebersole |
Publisher | : |
Total Pages | : 164 |
Release | : 1996 |
Genre | : Mathematics |
ISBN | : |
Author | : Joe May |
Publisher | : |
Total Pages | : 212 |
Release | : 2002 |
Genre | : Algebra |
ISBN | : 9780201726190 |
Author | : Thomasenia Lott Adams |
Publisher | : |
Total Pages | : 338 |
Release | : 1993 |
Genre | : Function algebras |
ISBN | : |
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.
Author | : Betty Jo Slozak |
Publisher | : Addison Wesley |
Total Pages | : 0 |
Release | : 1998-04 |
Genre | : Graphic calculators |
ISBN | : 9780201356632 |
This workbook was designed to provide readers with a step-by-step approach to the use of graphing calculators in intermediate algebra, to enhance their understanding of algebraic concepts. Keystrokes, exercises, examples, and activities for students who have little or no familiarity graphing calculators are included.
Author | : Perian Meharg Herring |
Publisher | : |
Total Pages | : 402 |
Release | : 2000 |
Genre | : Graphic calculators |
ISBN | : |
Author | : Stuart Moskowitz |
Publisher | : |
Total Pages | : 184 |
Release | : 1994 |
Genre | : Algebra |
ISBN | : |
Author | : John S. Hornsby |
Publisher | : Addison-Wesley |
Total Pages | : 0 |
Release | : 2010-01-03 |
Genre | : Algebra |
ISBN | : 9780321664556 |
This manual follows the sequence of topics in the text, and contains clear, step-by-step instructions on how to use the TI-83/84 Plus and TI-89 graphing calculators.