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Teachers Perspectives And Practices Regarding Graphic Calculator Use In The Teaching And Learning Of Advanced Level Mathematics
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Book Synopsis Teachers' Perspectives and Practices Regarding Graphic Calculator Use in the Teaching and Learning of Advanced Level Mathematics by : Sit Yuen Lee
Download or read book Teachers' Perspectives and Practices Regarding Graphic Calculator Use in the Teaching and Learning of Advanced Level Mathematics written by Sit Yuen Lee and published by . This book was released on 2002 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Ucsmp Teachers' Perspectives When Using Graphing Calculators In Advanced Mathematics by : Ilyas Karadeniz
Download or read book Ucsmp Teachers' Perspectives When Using Graphing Calculators In Advanced Mathematics written by Ilyas Karadeniz and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Nowadays, technology plays a fundamental role in education, in general, and in mathematics education in particular. The graphing calculator has been an important technological tool in mathematics classrooms since its invention and introduction in 1985 by Casio. As graphing calculators provided so many uses, their contribution to the teaching and learning process has been investigated by many researchers who have shown the use of such technology can have a significant effect on improving mathematics teaching and learning. Investigating the impact of graphing calculators on student learning is important. It is also essential to research teachers' perspectives on how using graphing calculators in mathematics determines how such use affects their teaching and learning. However, there are few studies on this issue. Therefore, this dissertation study may fill the gap in the literature in terms of examining high school mathematics teachers' perspectives when they teach a precalculus course with technology integrated in the curriculum materials. In this study, I analyzed eleven teachers' perspectives about using graphing calculator technology in a precalculus course, titled Functions, Statistics, and Trigonometry (FST). This study was a descriptive intrinsic case study in which I analyzed teachers' perspectives about how they use graphing calculators in the FST course, specifically about their teaching and students' learning with available graphing calculator technology. Additionally, I explored teachers' perspectives about the issues they face when using the available technology and for what topics teachers frequently used it. I used mixed methods to examine eleven mathematics teachers' perspectives about their teaching, students' learning, and issues that arise when they use graphing calculator technology.
Book Synopsis Teachers' Perceptions and Practices Regarding the Use of Calculators in One District Over a Twenty-year Period by : Gay Ann Ragan
Download or read book Teachers' Perceptions and Practices Regarding the Use of Calculators in One District Over a Twenty-year Period written by Gay Ann Ragan and published by . This book was released on 2000 with total page 632 pages. Available in PDF, EPUB and Kindle. Book excerpt: A case study of one school district in Missouri was conducted. This district was chosen based on participation in calculator studies in 1979 and 1990. As a result, a unique opportunity existed to develop a profile of calculator use in the teaching and learning of mathematics in one district over a twenty-year period. Data were collected to (a) describe teachers' current perceptions and practices regarding use of calculators; (b) to examine changes in teachers' perceptions and practices; and (c) to identify specific factors that have influenced calculator use in the Pine Brooke School District. In addition, individual case studies of nine teachers who participated in the 1979 and/or 1990 calculator studies were highlighted. An examination of the data over the twenty-year period indicated the most noticeable changes were in teachers' practices at the junior high and high school levels. At both schools, changes in policies to allow calculator use on state-mandated tests resulted in increased availability and changes in departmental policies allowing calculator use in earlier courses than in previous years. Across all grade levels (1-12) teachers' beliefs about the use of calculators had remained consistent. They believed students should "master the basic skills" as prerequisites to using a calculator. They supported calculator use beginning in the eighth or ninth grade because they believed that the focus of mathematics shifted from a computational to a conceptual orientation. Teachers' practices were generally consistent with these beliefs in that their support of and use of calculators within instruction increased at about the time students began studying algebra. Inconsistencies in teachers' beliefs and practices were evident at the elementary levels because of limited or no access to calculators. Thus, teachers who were supportive of calculator use did not include them in their practices. Factors that were influential to calculator use in the Pine Brooke School District were identified. These were policies regarding calculator use in the classroom and on standardized test; the availability of calculators; and teachers' beliefs about the impact of calculators on student learning and their views of mathematics. Teachers' lack of knowledge and experiences with calculators at both the pre-service and in-service level was the least recognized factor but was possibly the most influential factor that inhibited calculator use.
Book Synopsis Using Graphing Calculators in the Mathematics Classroom by : Jane Ah Jin Lee
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.
Book Synopsis Handbook of International Research in Mathematics Education by : Lyn D. English
Download or read book Handbook of International Research in Mathematics Education written by Lyn D. English and published by Routledge. This book was released on 2010-04-02 with total page 830 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition continues the mission of bringing together important new mathematics education research that makes a difference in both theory and practice. It updates and extends the Handbook’s original key themes and issues for international research in mathematics education for the 21st century, namely: priorities in international mathematics education research lifelong democratic access to powerful mathematical ideas advances in research methodologies influences of advanced technologies. Each of these themes is examined in terms of learners, teachers, and learning contexts, with theory development being an important component of all these aspects. This edition also examines other catalysts that have gained increased import in recent years including a stronger focus on the teacher and teacher practice, a renewed interest in theory development, an increased focus on the mathematics needed in work place settings, and a proliferation of research designs and methodologies that have provided unprecedented opportunities for investigating (and ultimately improving) mathematical teaching and learning. This edition includes ten totally new chapters; all other chapters are thoroughly revised and updated.
Book Synopsis The Mathematics Teacher in the Digital Era by : Alison Clark-Wilson
Download or read book The Mathematics Teacher in the Digital Era written by Alison Clark-Wilson and published by Springer Science & Business Media. This book was released on 2013-12-08 with total page 419 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts. In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers’ use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner’s zone theory). A set of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues. Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
Book Synopsis Mathematics Education and Technology-Rethinking the Terrain by : Celia Hoyles
Download or read book Mathematics Education and Technology-Rethinking the Terrain written by Celia Hoyles and published by Springer Science & Business Media. This book was released on 2009-10-09 with total page 489 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics Education and Technology-Rethinking the Terrain revisits the important 1985 ICMI Study on the influence of computers and informatics on mathematics and its teaching. The focus of this book, resulting from the seventeenth Study led by ICMI, is the use of digital technologies in mathematics teaching and learning in countries across the world. Specifically, it focuses on cultural diversity and how this diversity impinges on the use of digital technologies in mathematics teaching and learning. Within this focus, themes such as mathematics and mathematical practices; learning and assessing mathematics with and through digital technologies; teachers and teaching; design of learning environments and curricula; implementation of curricula and classroom practice; access, equity and socio-cultural issues; and connectivity and virtual networks for learning, serve to organize the study and bring it coherence. Providing a state-of-the-art view of the domain with regards to research, innovating practices and technological development, Mathematics Education and Technology-Rethinking the Terrain is of interest to researchers and all those interested in the role that digital technology plays in mathematics education.
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 836 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Pre-Service Teachers' Attitudes Toward Graphing Calculators in Math and Science. Case Study 10 by : Texas Instruments
Download or read book Pre-Service Teachers' Attitudes Toward Graphing Calculators in Math and Science. Case Study 10 written by Texas Instruments and published by . This book was released on 2007 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: The need exists for methods courses to address the pedagogy issues of using graphing calculators. There needs to be a teacher candidate forum to examine their pedagogical perspectives on using graphing calculators in teaching, to explore when and how to use graphing calculators in the classroom, and to provide opportunities to practice teaching with graphing calculators. A recent study by Lyublinskaya, Donoghue and Zhou (2006) tracked the effects of such training on elementary and secondary pre-service teachers in methods classes for math and science. All students were divided into two groups. The first group consisted of undergraduate and graduate students preparing to teach secondary science and math, and who were enrolled in math and science methods courses. The second group consisted of undergraduate students preparing to teach in the elementary schools and who were enrolled in science methods courses. This study concludes that the perspectives and attitudes of pre-service teachers in their methods courses strongly depend on the intensity and length of experience they have with use of graphing calculators and calculator-based data collection devices (probe ware). The study also concludes that participants' confidence in the use of technology is somewhat independent of their perspective.
Book Synopsis Teaching Mathematics in Grades 6 - 12 by : Randall E. Groth
Download or read book Teaching Mathematics in Grades 6 - 12 written by Randall E. Groth and published by SAGE. This book was released on 2012-08-10 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: A journey into the vibrant and intriguing world of mathematics education Teaching Mathematics in Grades 6 - 12 explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows secondary mathematics teachers the value of being a researcher in the classroom by constantly experimenting with methods for developing students′ mathematical thinking and then connecting this research to practices that enhance students′ understanding of the material.The chapters in Part I introduce secondary teachers to the field of mathematics education with cross-cutting issues that apply to teaching and learning in all mathematics content areas. The chapters in Part II are devoted to specific mathematics content strands and describe how students think about mathematical concepts. The goal of the text is to have secondary math teachers gain a deeper understanding of the types of mathematical knowledge their students bring to grade 6 - 12 classrooms, and how students′ thinking may develop in response to different teaching strategies.
Book Synopsis Graphics Calculators in Developmental Mathematics--policies and Practice by :
Download or read book Graphics Calculators in Developmental Mathematics--policies and Practice written by and published by . This book was released on 2006 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the frequency of Tennessee community college full-time developmental mathematics instructors' classroom graphics calculator usage (percent of class time) and various personal and professional descriptors of those instructors and the graphics calculator policies at each college: number of years of full-time teaching at community college level, number of years teaching mathematics, level of education, amount of formal (workshop or class participant) professional development with graphics calculators, brand of graphics calculator used by their college, percentage of time a graphics calculator is used in the classroom for calculations, percentage of time a graphics calculator is used in the classroom to depict algebra graphically or numerically (table), percentage of time the graphics calculator is used in each developmental mathematics course (Basic Mathematics, Elementary Algebra, Intermediate Algebra), gender, academic rank, number of years their college has used graphics calculators for developmental mathematics, and the graphics calculator policy (not allowed, no policy, recommended, required) at each college for each of the developmental mathematics courses (Basic Mathematics, Elementary Algebra, Intermediate Algebra). Data was collected from Tennessee community college mathematics department heads and full-time mathematics faculty members who taught at least one developmental mathematics course each semester (fall and spring) during 2002. The two data collecting instruments were a forced-choice, web-based survey of developmental mathematics instructors and an email-based department head questionnaire. Descriptive statistics and a Spearman correlation coefficient matrix were used for statistical analyses of the data to answer the six (6) research questions in relation to the thirteen (13) instructor survey questions with included comments and the four (4) department head questionnaire questions. If an instructor were depicted as having all the traits of the majority of the participants' responses, the following would be "the" Tennessee community college developmental mathematics instructor. This instructor would be a female Associate Professor (fully promoted) with a Masters Degree. She would have been a full-time college faculty member for 15 years or less and would have been teaching mathematics 16 or more years. She would have had 20 or less contact hours of professional development with graphics calculators, and she would used a Texas Instruments graphics calculator in the classroom 0% - 20% of the time. The correlation matrix indicated the following significant relationships: instructors' brand of graphics calculator used and instructors' frequency of graphics calculator usage for all categories (calculations, depicting algebra graphically and numerically (table), and calculator use in Basic Mathematics, Elementary Algebra, and Intermediate Algebra), and instructors' amount of formal professional development correlated with all frequency of use categories. Analysis of data from the correlation matrix indicated some significant relationships. Significant correlations emerged from the correlation matrix: among all frequency of use categories, between instructors' years teaching mathematics and years as a full-time community college faculty member, instructors' years teaching mathematics and academic rank, instructors' years as a full-time community college faculty member and academic rank, instructors' highest degree earned and academic rank, instructors' highest degree earned and contact hours of formal (workshop or class participant) professional development, instructors' contact hours of formal workshop professional development and brand of graphics calculator used, instructors' contact hours of formal workshop professional development and gender, instructors' contact hours of formal workshop professional development and academic rank, and instructors' brand of graphics calculator used and academic rank. Calculator usage policies were derived from the department head responses. Five colleges indicated they have never used graphics calculators in developmental mathematics and six colleges indicated they have used graphics calculators in developmental mathematics for nine or more years. Like results from analysis of department head questionnaire responses, the comments painted a mural of diversity in choices and thoughts on the use or non-use of graphics calculators in developmental mathematics. The six trends that emerged from participant comments included the following categories: algebra prior to calculator, Basic Mathematics, Elementary Algebra, and Intermediate Algebra; caution; clarification; explanation of use; negative, no use, or limited use; and other questions, topics, and uses. The category, explanation of use, with participants providing an explanation of how they and/or their colleagues use calculators at their colleges was the trend most (10) mentioned; and the category, negative, no use, or limited use, with participants indicating personal, professional, or departmental choices of not using or limiting the use of graphics calculators was next, with eight comments.
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.
Book Synopsis The Relationship Between Graphing Calculator Use and the Development of Classroom Norms in an Exemplay Teacher's College Algebra Course by : Sally Sue Gerren
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.
Book Synopsis Integrating Calculators in the Secondary Mathematics Classroom by : Andrea Mason
Download or read book Integrating Calculators in the Secondary Mathematics Classroom written by Andrea Mason and published by . This book was released on 2010 with total page 29 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to analyze secondary mathematics teachers' experiences, attitudes, beliefs, and practices in teaching and learning mathematics using the calculator. The study also focused on the role of the calculator in the mathematics classroom. A high number of students lack simple math skills and many use the calculator at all times. This led to the question, is the calculator a substitute for learning and authentic understanding? Data was collected through questionnaires, observations, and interviews. Results show that (1) teachers believe students can successfully learn mathematics using calculators, however (2) teachers believe that the calculator can contribute to a lack of mathematical understanding and threaten basic skill development and (3) the role and use of the calculator in the middle and high school differ significantly. These results demonstrate that integrating the calculator in the secondary mathematics classroom is a complicated, deliberated task and teachers need to be prepared to do so with as much support and knowledge as possible. Three appendixes are included: (1) Teacher Questionnaire Part II; (2) Teacher Interview Questions; and (3) Calculator Terms. (Contains 6 tables and 6 figures.).
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:
Book Synopsis Impact of Calculators on Mathematics Instruction by : George W. Bright
Download or read book Impact of Calculators on Mathematics Instruction written by George W. Bright and published by University Press of America. This book was released on 1994 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: From a May 1992 conference in Houston, 11 papers reflect on how calculators do and might influence the teaching of mathematics, and make recommendations for future efforts to integrate them into the curriculum. Among the topics are inservice training for teachers, the graphing calculator in pre-algebra courses, supercalculators in undergraduate mathematics, and surveys and assessments from various systems and levels. No index. Paper edition (unseen), $21.50. Annotation copyright by Book News, Inc., Portland, OR
