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The Effect of Instruction with Graphing Calculators on How General Mathematics Students Naturalistically Solve Algebraic Problems
Article

, , Old Dominion University, United States

JCMST Volume 18, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study investigated the effect of instruction with the TI-82 graphing calculator on eighth grade general mathematics students. Specifi cally, this study focused on changes in attitude toward mathematics and calculator use and changes in how general mathematics students naturalistically solve algebraic problems. The students were grouped into experimental (calculator) and control (non-calculator) classes. A pre and postsurvey was given to both the control and experimental groups to assess the students' attitudes toward calculators and mathematics. The survey also determined whether a student is rule-based (i.e. a student who is only concerned where and when to use a rule or formula and not why the rule works). In addition, in depth interviews were conducted to determine students' preference in solving algebraic word problems. Results found that the rule-based students used an equation to solve the algebraic word problem whereas the non-rule based students used a numeric method. Although the students did not use the graphing calculator to solve the word problem, many students became more excited and involved in mathematics.

Citation

Merriweather, M. & Tharp, M.L. (1999). The Effect of Instruction with Graphing Calculators on How General Mathematics Students Naturalistically Solve Algebraic Problems. Journal of Computers in Mathematics and Science Teaching, 18(1), 7-22. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE). Retrieved February 19, 2019 from .

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Cited By

  1. The relationship between gender and students’ attitude and experience of using a Mathematical Software Program (MATLAB)

    Mehmet Ocak, Gazi University, Turkey

    Journal of Computers in Mathematics and Science Teaching Vol. 27, No. 3 (July 2008) pp. 287–297

  2. Toward Technology Integration in Mathematics Education: A Technology-Integration Course Planning Assignment

    Gladis Kersaint, University of South Florida, United States

    Contemporary Issues in Technology and Teacher Education Vol. 7, No. 4 (December 2007) pp. 256–278

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