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An Investigation of Student Usage of the Graphing Calculator in Algebra I

An Investigation of Student Usage of the Graphing Calculator in Algebra I. Wesley Lee July 28 th , 2009. Introduction. Since the 1980’s Procedural to conceptual knowledge The need to understand students’ usage. Relating Literature. Casio fx-7000G in 1986 (Waits & Demana , 1996)

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An Investigation of Student Usage of the Graphing Calculator in Algebra I

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  1. An Investigation of Student Usage of the Graphing Calculator in Algebra I Wesley Lee July 28th, 2009

  2. Introduction • Since the 1980’s • Procedural to conceptual knowledge • The need to understand students’ usage Product of Learning Appalachian State University

  3. Relating Literature • Casio fx-7000G in 1986 (Waits & Demana, 1996) • 1989 Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) • Sorensen, 1996 Product of Learning Appalachian State University

  4. Relating Literature Ruthven (1996) concluded that despite a ten year interval since their introduction, “calculators are largely confined to the margins of classroom life; casually used, primarily instrumentally, and often uncritically” (p. 464). Product of Learning Appalachian State University

  5. Research Questions • With what frequency and how are graphing calculators being used in an Algebra I classroom setting by students? • Does this mode of use meet the teacher’s expectations? • Does the use of graphing calculators affect students' attitudes towards mathematics? Product of Learning Appalachian State University

  6. Study Outline • Participants • Data Collection • Observations • Student Worksheet • Questionnaire Product of Learning Appalachian State University

  7. Results • With what frequency and how are graphing calculators being used in an Algebra I classroom setting by students? • Frequency of use • High, moderate, or low? Product of Learning Appalachian State University

  8. Method of Choice • 55.77% of the time students used graphing (calculators) • 7.7% of the time students used elimination • 37.54% of the time students used substitution Product of Learning Appalachian State University

  9. Results • Does this mode of use meet the teacher’s expectations? • Checking Tool? • Quadratics Units • Sketch or Graph? • Finding Zeros • Systems of Linear Equations • Exact Answers • Worksheet Product of Learning Appalachian State University

  10. Results • Does the use of the graphing calculator affect students’ attitudes towards the mathematics • Group 1 : students’ attitudes towards mathematics when using the graphing calculator • Group 2: students’ reactions to using the graphing calculator Product of Learning Appalachian State University

  11. Group 1 2: Using a calculator to do mathematics will harm my ability to do mental arithmetic.  3: Without my calculator, I feel lost and unable to solve math problems. 4: Having a calculator available for homework and exams makes me feel more confident in my mathematical ability. 12: Learning to use the calculator will be helpful for my future work in college or the work world. 15: The calculator can be a tool to help me solve problems I could not solve without it. 16: Using the calculator to solve a math problem is more hindrance than help. Product of Learning Appalachian State University

  12. Group 1 Results Product of Learning Appalachian State University

  13. Group 2 1: I often use a calculator during math class. 13: When confronted with a word problem, I would never use a calculator as a first step in solving it. 14: A calculator solution to a math problem is not as accurate as an algebraic solution. 17: It is important to learn to do all mathematical processes ‘by hand’ before using a calculator or computer to do the same processes. 19: The calculator was difficult to learn to use. 20: Some math problems are easier to solve without the use of the calculator. Product of Learning Appalachian State University

  14. Group 2 Results Product of Learning Appalachian State University

  15. Conclusions • Primary use of graphing calculators • Agreement with research • Ruthven, 1992 p. 464 • Perceptions of best method • Comparison of low and high students Product of Learning Appalachian State University

  16. Reflections and Thanks • Dr. Crocker • Cooperating Teacher • Appalachian State University • Watauga County Schools Product of Learning Appalachian State University

  17. Questions Product of Learning Appalachian State University

  18. References National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston VA: Author. Ruthven, K. (1992). Personal technology and classroom change: A British perspective. In J. T. Fey & C. R. Hirsch. Calculators in Mathematics Education (pp. 91-100). Reston VA: National Council of Teachers of Mathematics. Sorensen, R.J. (1996). Designing schools to accommodate technology. Madison, WI: Wisconsin Department of Public Instruction. Waits, B. K., & Demana, F. (Eds.). (1994). The calculator and computer precalculus project (C2PC): What we have learned in ten years? (pp.91-110). In G.W. Bright, H.C. Waxman, & S. E. Williams (Eds.), Impact of Calculators on Mathematics Instruction. Blue Ridge Summit PA: University Press of America. Product of Learning Appalachian State University

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