Business calculus students' use of the graphing calculator /
The purpose of the study was to discover how students use the graphing calculator to learn the concepts of (a) limit of a function, (b) continuity, and (c) the dentition of the derivative when they are taught through a multiple representation emphasis, and to determine the differences among students...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1999.
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| Subjects: | |
| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=730829571&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | The purpose of the study was to discover how students use the graphing calculator to learn the concepts of (a) limit of a function, (b) continuity, and (c) the dentition of the derivative when they are taught through a multiple representation emphasis, and to determine the differences among students based on their attitudes and backgrounds. The subjects of the study were students enrobed in one section of a business calculus course. The results of two quizzes on graph sketching and limits, in combination with demographic information, were used to select student for task-based interviews. After an appropriate time of study and practice, the students were given a paper-and-pencil test on limits, continuity, and the dentition of the derivative. The students were allowed to use the graphing calculator on the test. In order to determine which representations students prefer, if any, students were asked to describe the methods and strategies that they used to perform the tasks on each quiz, as well as on the test. Audiotaped task-based interviews were conducted with a subset of the student's participating in the study. Students with different demographic and academic characteristics were chosen for interviews in an attempt to ascertain different methods of calculator usage among groups. The study indicates: 1) Students who had less than or equal to five months of graphing calculator experience prior to the class performed at levels lower than those with more on a test over limits, continuity, and the derivative. 2) Students who perform poorly tend to have poor calculator skills. 3) Poor mathematics students are reluctant to use the graphing calculator to help them learn mathematics. 4) Mixed results in achievement studies prior to this study related to the graphing calculator may be attributable to graphing calculator inexperience. 5) Effective graphing calculator usage will require an increased emphasis on student understanding of relationships among different representations of mathematical concepts. 6) Students who were inexperienced with the graphing calculator apparently did not make the connections that are necessary to mathematical understanding. |
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| Item Description: | Vita. "Major Subject: Curriculum and Instruction". |
| Physical Description: | xi, 170 leaves : illustrations ; 28 cm. Issued also on microfiche from University Microfilm Inc. |
| Bibliography: | Includes bibliographical references (leaves 135-149). |