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Investigating The Impact Of Calculator Based Dynamic Geometry Software On Student Achievement In Geometry
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Book Synopsis Investigating the Impact of Calculator-based Dynamic Geometry Software on Student Achievement in Geometry by : Timothy J. Chiaverini
Download or read book Investigating the Impact of Calculator-based Dynamic Geometry Software on Student Achievement in Geometry written by Timothy J. Chiaverini and published by . This book was released on 2010 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of the Use of Dynamic Geometry Software on Student Achievement and Attitudes Towards Mathematics by :
Download or read book The Impact of the Use of Dynamic Geometry Software on Student Achievement and Attitudes Towards Mathematics written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Sixty-eight ninth-grade geometry students used The Geometer's Sketchpad twice a week for three weeks. Results showed no significant impact on either achievement or student attitudes.
Book Synopsis The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry by : Jason L. Bouffard
Download or read book The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry written by Jason L. Bouffard and published by . This book was released on 2015 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first objective of this study was to investigate the effects of the use of Geometer's Sketchpad (GSP) on students' achievement on traditional assessments in Geometry. The second objective of the study was to determine the impact of technology on students' attitudes towards geometry. This research was conducted in four geometry classes at a secondary school in Connecticut. Eighty-six students participated in this study. The control group was composed of one honors level class with 23 students and one academic level class with 19 students and was taught geometric constructions through the use of traditional tools, including a pair of compasses, straightedge, pencil, and paper. The experimental group was composed of one honors level class with 23 students and one academic level class with 21 students and was taught geometric constructions through the use of GSP. Each group performed constructions of the same geometric figures and were asked to make conjectures based on their findings. All students in the study were required to complete the same assessment and the same questionnaire describing their experience. This exploratory study did not find enough significant evidence to show that all high school students achieve at a higher rate through the use of GSP. There was some evidence that suggests that males' achievement might be higher through the use of GSP and further research should be done to investigate this conjecture. Across the board, students showed an increase in enjoyment and felt that their results were more accurate through the use of technology. Students also felt that their conjectures are easier to verify through technology rather than through the use of hand tools. These preliminary findings will be able to focus the attention of teachers what aspects they will have to consider if they want to implement dynamic geometry software in their classrooms. This exploratory study yielded preliminary data and could be used in the design of a full scale study.
Book Synopsis The Impact of Using Calculators as an Accommodation on the Math Achievement of Students with Learning Disabilities by : Roxana Cati Russell
Download or read book The Impact of Using Calculators as an Accommodation on the Math Achievement of Students with Learning Disabilities written by Roxana Cati Russell and published by . This book was released on 2014 with total page 195 pages. Available in PDF, EPUB and Kindle. Book excerpt: The impact of using the calculator as a standard accommodation during the instruction and assessment of students with learning disabilities has not been sufficiently investigated. The purpose of this study was to determine if the use of the calculator in grades 6, 7 and 8, as a standard accommodation during math instruction and assessment contributed to improved performance for students with learning disabilities. These students struggled with math and received special education services in this academic area before and during the use of the accommodation. The researcher also investigated whether the effect of this accommodation varied with the type of special education program awarded (inclusion, resource, self-contained). The theoretical foundation of the study was cognitive deficit theory that focused on working memory deficits. A quantitative, causal-comparative research design was conducted using archival data from a small school district to compare the performance of the students with learning disabilities on the grade level state standardized assessment before the implementation of the calculator as a standard accommodation and afterwards. The results of paired samples t tests and a two-way mixed ANOVA were statistically significant, showing that students who used the calculator performed at a higher level. The special education program did not influence the effect of using the calculator; all students with learning disabilities benefited from using this accommodation. The implications of these findings suggest that calculators allow students with learning disabilities to learn key concepts by addressing the cognitive deficit challenges of retrieving basic math facts.
Book Synopsis The Effect of Using Graphing Calculators on Student Achievement in Introductory Algebra and Geometry by : Charles T. Ritz (III.)
Download or read book The Effect of Using Graphing Calculators on Student Achievement in Introductory Algebra and Geometry written by Charles T. Ritz (III.) and published by . This book was released on 1999 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of the Effects of Using a Dynamic Geometry Software Program and Construction Tools on Learner Achievement by : Carol L. Hodanbosi
Download or read book A Comparison of the Effects of Using a Dynamic Geometry Software Program and Construction Tools on Learner Achievement written by Carol L. Hodanbosi and published by . This book was released on 2001 with total page 432 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Conceptual and Procedural Knowledge by : James Hiebert
Download or read book Conceptual and Procedural Knowledge written by James Hiebert and published by Routledge. This book was released on 2013-08-21 with total page 357 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1986. This book is intended for those people who are interested in how mathematics is learned. It is intended especially for those who are interested in the mental processes involved in becoming mathematically competent and the mental processes that inhibit such competency from developing. The volume opens with an overview of the issue and then traces the relationships between conceptual and procedural knowledge in mathematics from preschool days through the years of formal schooling. Mathematics educators and cognitive psychologists from a variety of perspectives contribute theoretical arguments and empirical data to illuminate the nature of the relationships and, in tum, the nature of mathematics learning.
Book Synopsis The Impact of Using Technology on Student Achievement by : Barbara Renee Buckner
Download or read book The Impact of Using Technology on Student Achievement written by Barbara Renee Buckner and published by . This book was released on 2011 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator. A review of the literature found that the emergence of calculators and computers has changed the way mathematics is both done and used (Ellington, 2006; Thorpe, 1989; & Kieran, 1992). Research also showed that students can effectively use a graphing calculator as an instructional tool to make and understand different types of representations (Choi-Koh, 2003; Colgan, 1993; and Drijvers & Doorman, 1996). Other studies have shown how graphing calculator use has engaged students in higher level thinking skills (Dessart, DeRidder, Charleen, & Ellington, 1999; Ellington, 2006; Graham & Thomas, 1998; Keller & Hirsch, 1998; Huntley, Rasmussen, Villarubi, Sangtong, & Fey, 2000; & Ronau et al., 2008). Since it is a relatively new tool, there is a limited amount of research on the classroom use of the TI-Nspire. The TI-Nspire is designed to link together multiple-representations within a single problem, so the concept of functions is an ideal context within which to study the impact of the TI-Nspire. This was a quasi-experimental study. The researcher gathered and analyzed pretest, post-test, and post post-test data on student performance on function concepts. The study included a 90 minute classroom observation of each class as well as document analysis of weekly questionnaires, daily lesson plans, and daily assessments. Vignettes employed classroom observations, document analysis, and thick description to triangulate the results of the qualitative analysis. During the summer prior to this study, all teachers attended 12 hours of training over the course of two days with a National Texas Instruments Instructor in which they were trained to use the TI-Nspire graphing calculator. Teachers were then given a TINspire, TI-Nspire emulator and access to online Atomic learning video training (Atomic Learning, 2011), to continue their exploration of the TI-Nspire. The week prior to the study, the teachers attended another day of professional development activity taught by a Texas Instruments Trained Cadre member. This "Function Focused Session" was six hours long and provided review on the TI-Nspire, specific training about teaching the function concept with the TI-Nspire, and time to create lesson plans and activities for this study. During the two weeks of treatment and two weeks of follow up, teachers met once a week for "Weekly Touchdown Sessions" a 90 minute meeting held after school to complete a weekly questionnaire, turn in lesson plans, assessments, and receive further professional development on the TI-Nspire. Providing a trained Texas Instruments Instructor on a weekly basis to answer questions, assist in providing direction for the following week, and meeting weekly with the teachers to complete questionnaires were vital strategies necessary to support teachers with this new technology tool and to assure their fidelity in treatment implementation and control maintenance. All professional development sessions were taught by Texas Instruments trained Instructors. The results from four teachers, each with one treatment class using the TI-Nspire and one control class using a non-graphing scientific calculator, were significant on the pre-test with the control group having a higher mean score than the treatment group and statistical significance on the post post-test with the treatment group having a higher mean score than the control group. While there was a statistically significant effect of Teacher Zeta on the post-post test in comparisons with the other teachers, most of the teacher effect was controlled for within the design of the study. To control for teacher effect, all teachers taught both a treatment and a control class. For each teacher, one of their two algebra classes was randomly assigned to treatment and the other was then assigned to control. There was not enough power in the data to properly analyze the effect of socioeconomic status and special education. This study supports the use of TI-Nspire graphing calculators in Algebra classrooms while studying the concept of functions. This study shows that, while using the TI-Nspire graphing calculator, the use of multiple representations and higher Depth of Knowledge activities can be used to improve student achievement, and impact classroom teaching, and lesson planning. While this study shows the impact of the TI-Nspire graphing calculator for the concept of functions, further research is needed to continue evaluating the impact of the TI-Nspire across additional mathematics topics.
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
Book Synopsis The Effect of Dynamic Geometry Software on Student Mathematics Teachers' Spatial Visualization Skills by : Bulent Guven
Download or read book The Effect of Dynamic Geometry Software on Student Mathematics Teachers' Spatial Visualization Skills written by Bulent Guven and published by . This book was released on 2008 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills. (Contains 3 table and 8 figures.).
Book Synopsis Theoretical and Practical Advances in Computer-based Educational Measurement by : Bernard P. Veldkamp
Download or read book Theoretical and Practical Advances in Computer-based Educational Measurement written by Bernard P. Veldkamp and published by Springer. This book was released on 2019-07-05 with total page 399 pages. Available in PDF, EPUB and Kindle. Book excerpt: This open access book presents a large number of innovations in the world of operational testing. It brings together different but related areas and provides insight in their possibilities, their advantages and drawbacks. The book not only addresses improvements in the quality of educational measurement, innovations in (inter)national large scale assessments, but also several advances in psychometrics and improvements in computerized adaptive testing, and it also offers examples on the impact of new technology in assessment. Due to its nature, the book will appeal to a broad audience within the educational measurement community. It contributes to both theoretical knowledge and also pays attention to practical implementation of innovations in testing technology.
Book Synopsis The Impact of Dynamic Geometry Software on Students' Abilities to Generalize in Geometry by : James Velo
Download or read book The Impact of Dynamic Geometry Software on Students' Abilities to Generalize in Geometry written by James Velo and published by . This book was released on 2001 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect of Graphing Calculator Use on Student Achievement in College Algebra by : Jennifer Sue Austin
Download or read book Effect of Graphing Calculator Use on Student Achievement in College Algebra written by Jennifer Sue Austin and published by . This book was released on 1996 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teaching and Learning of mathematics by : Noraini Idris
Download or read book Teaching and Learning of mathematics written by Noraini Idris and published by Utusan Publications. This book was released on 2005 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Calculator Usage and Student Achievement as Related to Geometric Concepts by : Tonya Lenette Floyd
Download or read book Calculator Usage and Student Achievement as Related to Geometric Concepts written by Tonya Lenette Floyd and published by . This book was released on 1992 with total page 46 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Evaluating the Impact of Supplemental Online Math Instruction and Intervention by : Craig R. Tornquist
Download or read book Evaluating the Impact of Supplemental Online Math Instruction and Intervention written by Craig R. Tornquist and published by . This book was released on 2015 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the impact of the supplemental online math instruction and intervention program TenMarks.com on student achievement as measured by assessment scores in a school in California's Central Valley. Sixty-three students from two different fifth grade classes participated in the study. Both classes were taught by the author. The scores on the standard curriculum chapter test and Ten Marks.com post-test of students who supplemented their in-class instruction with Ten Marks.com were compared to the scores of students who did not use Ten Marks.com during the course of the study. The results found no statistically significant difference in chapter test scores from the standard curriculum. However, significantly higher achievement was found on TenMarks.com post-test scores for those who used the online program.
Book Synopsis A Study on the Impact of the Inquiry-based Math Series Investigations on Increased Student Achievement by : Margaret Helwig (Ploch)
Download or read book A Study on the Impact of the Inquiry-based Math Series Investigations on Increased Student Achievement written by Margaret Helwig (Ploch) and published by . This book was released on 2008 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt:
