Graphing Calculator Strategy in Teaching and Learning of Mathematics: Effects on Conceptual and Procedural Knowledge … (original) (raw)
Related papers
2009
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. Even though 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.
Online Submission, 2009
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. Even though 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.
of thesis presented to the Senate of Universiti Putra Malaysia 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) ii
Proceedings of 10 th Asian …, 2005
Graphic calculators were introduced into the Malaysian New Curriculum for Secondary Schools to enhance the quality of teaching and learning of mathematics in the classrooms. This is also in line with its new revised curriculum. A number of schools were selected to receive graphic calculators (TI-83 Plus) to be incorporated into the teaching of mathematics and science subjects. A project on exploration of graphing calculators has been carried out at a rural school. The students involved were in Form 4 (16 years old) at the secondary school. They come from low income families and have limited access to the new technology. Because of that, their interests in mathematics are questionable and they thought mathematics is a very difficult subject in school. Two topics (Statistics and Straight Line) from the syllabus of their mathematics curriculum were chosen. In addition to the traditional way of teaching, the students were also exposed to the graphic calculators to help them understand mathematical concepts. Their perception after learning the topics were noted before and after using the graphic calculators to see whether their interest has changed due to the usage of graphic calculators. Their preferences towards the topics in the syllabus were also noted to see whether graphic calculators could change their preferences on certain topics. At the end of their learning process, a test was given to this group of students and their scores were compared to the control group (not exposed to graphing calculators). Statistical analyses show that their interest in the Statistic topic have been altered by the usage of graphic calculators. There is also a tendency for certain topics to be preferred over others due to graphic calculators. The t-test shows that there is a significant difference in scores achieved by the two groups of students. The project students were very satisfied with what they have achieved and they feel that the use of graphic calculator has given them a significant change in the way they think about mathematics as a whole. At the end of the paper, the problems and constraints that the teachers may face during teaching and how to overcome them were discussed.
The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (α) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) =-0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) =-6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions.
Journal of Education and Practice, 2016
The aim of the study was to investigate the effect of Microsoft Math Tool (graphical calculator) on students' achievement in the linear function. The study employed Quasi-experimental research design (Pre-test Post-test two group designs). A total of ninety-eight (98) students were selected for the study from two different Senior High Schools (SHS) in Accra, Ghana. The two schools were categorized as control group of forty-eight (48) students and experimental group of fifty (50) students. The analysis of data was done using independent t-test with alpha value (α) = 0.05. Pre-test assessment conducted at the beginning of the study shown no significant difference, t (95.720) =-0.441, p = 0.660 between the control and experimental groups. This indicated that the two groups were homogeneous. The experimental group received teaching instruction using the graphical calculator while traditional lecture method was used to teach the control group by the same instructor. Results revealed that there was significant differences, t (96.000) =-6.984, p = 0.00 in students' performance between control and experimental. This suggested that mathematics teachers and curriculum or textbook developers should introduce the use of the graphical calculator to improve students' performance in mathematics education, particularly linear and quadratic functions.
Learning and teaching mathematics with a graphic calculator
… Malaysian Math. Sc. …, 2002
The past three decades has seen many mathematics departments adopting plans for the appropriate use of instructional technology tools in the learning and teaching of mathematics, and in the assessment of mathematics learning.
Journal of Technical, Vocational & Engineering …
The purpose of this study was to investigate the effect of using visual graphics via interactive multimedia on the learning of mathematics (Straight Line) at secondary school level. This study used pre and post test with an experimental and control group research design. The samples were in two groups form 4 students from Sekolah Menengah Vocational Bukit Pelindung, Kuantan, Pahang. The samples consist of 31 students for the experimental group and 31 students from the control group. The research instruments were an achievement test, a questionnaire and an observation schedule. The findings indicated that; visual graphics via interactive multimedia enhance students straight line test; visual graphics via interactive multimedia increased 2 way interaction between teacher and student as well as student and student with respect to visual graphic elements, color was identified by students as the most important element in helping them to learn straight line. It was concluded that interactive multimedia could enhance the effectiveness of teaching and learning in mathematics.
The graphics calculator and students’ solution strategies
Mathematics Education Research Journal, 2000
hl a one-year functions and calculus course using a common textbook, three classes of Grade 10 students worked with graphics calculators throughout, five classes worked with graphics calculators for about two months, and four classes did not use graphics calculators. Posttest results showed that the students who had worked with graphics calculators tended to attempt more problems and obtain higher test scores than the students who had not used graphics calculators. Further analysis showed that the higher percentage of correct answers in the calculator classes appeared to be a result of students using graphical strategies more frequently and was largely restricted to below-average students. Use of graphics calculators did not lead to any reduction in heuristic or algorithmic strategies.