• Research in Mathematical Education
• /
• v.6 no.1
• /
• pp.53-63
• /
• 2002

This study investigates the impact of Calculator-Based Ranger (CBR) activities in the performance of middle school students' graphing abilities of physical phenomena. Two issues about CBR activities on graphing abilities were addressed in this study; (1) the effect of CBR activities on graphing abilities, and (2) the influence of instructional styles on students' graphing abilities. Following the use of CBR activities, students' graphing abilities were significantly more developed in three components-interpreting, modeling, and transforming. Significant differences were found in students' achievement depending on instructional styles related to differentiation, which is closely connected to transforming distance-time graphs to velocity-time graphs. The findings of this study indicate that CBR activities may enhance students in constructing appropriate webs of related concepts and ability to qualitatively interpret graphs. Using collaborative CBR activities to introduce and explore graphing of physical phenomena is, therefore, recommended for inclusion in the secondary mathematics curriculum.

• East Asian mathematical journal
• /
• v.32 no.4
• /
• pp.425-441
• /
• 2016

In this study, we focused on the graphing calculator to support the activity-oriented mathematics instruction with considering the accessibility of technology. The purpose of this study was to investigate the direction of the education of mathematics teachers. For this, we gave the teacher training for mathematics using graphing calculators for secondary mathematics teachers, and then examined the recognition for that of teachers. Teacher training of the graphing calculator was carried out three times in two years, we conducted a survey immediately at the time that has passed and after the 8 months or more after the training. As a result, we have obtained the suggestions of the advantages of using a graphing calculator in the learning mathematics, the difficulties of use of the graphing calculator in the classroom and the form of teacher training they want.

• School Mathematics
• /
• v.4 no.2
• /
• pp.161-192
• /
• 2002

This paper investigated the teaching and teaming of contents-related graphing in Korean secondary textbooks and suggested the improved methods of graph instruction through this analysis. reification-the case of function, In Harel, G., Dubinsky(Eds.), The Concept of Function : Aspects of Epistemology and Pedagogy Textbooks are analyzed from the viewpoint of the proportion of graphing contents, their sequencing, the proportion of each domain in graphing activities (interpretation vs. construction, quantitative vs. qualitative aspect, local vs. global aspect) and tasks (prediction, translation, scaling), and the difference in the graphing contents between the sixth and the seventh curriculum. This analysis demonstrates that graphing contents are increasing in textbooks, therefore the high school textbooks appear in almost every content area. The graphing activities concentrate on the construction, the quantitative aspects, and the local aspects, and are gradually focusing on the interpretation and global aspects of high school textbooks. Furthermore, most of graphing tasks favor translation. In contrast, the current seventh curriculum includes a balance of interpretation and construction activities and has more global aspects than the sixth curriculum based textbooks; however, the qualitative approach still rarely appears. For the graphing tasks, translation is still prevalent, but the importances of prediction tasks based on graph have increased in comparison with the sixth curriculum textbooks. Further, the seventh curriculum based textbooks are designed to stimulate more dynamic graphing instruction by introducing new tools such as graphing calculators and computer software. We suggest that the qualitative and global aspects should be emphasized in early graph instruction, a variety of graph activities in realistic contexts should be performed, and educational technology such as graphing calculator and computer can be efficient to implement these ideas.

• The Mathematical Education
• /
• v.42 no.5
• /
• pp.607-622
• /
• 2003

The research was aimed at finding the dynamic aspects of the linguistic and social interaction with mathematical concept development using a graphing calculator in collaborative learning. This study was broadly divided into two categories: "Knowledge Construction Statement" for understanding how the verbal interaction works when a graphing calculator is used, and "Teacher's Instructional Role" for the research on the reaction of the students and on the teacher's role as a guide in helping students to construct their knowledge. This research used a case study in a collaborative learning environment. An attempt was made to show clearly how the students interacted with one another in a technology environment using a graphing calculator as a tool. A graphing calculator promoted the students' linguistic interaction and changed the characteristics of the linguistic interaction. Although it didn't show the different aspects completely, some changes of the linguistic traits were perceived.aits were perceived.

• Communications of Mathematical Education
• /
• v.17
• /
• pp.65-76
• /
• 2003

본고에서는 Handheld Graphing Technology를 활용하는 교실에서 학생들의 개념이해를 수업 중과 수업 후 및 정규고사에서 어떻게 평가를 할 것인가에 관하여 논하고 있다 여기서 Handheld Graphing Technology를 활용한 수업과 일관된 평가방법 몇 가지를 제시한다. 이 방법들은 수업중이나 수업후의 과제물에서나 정기고사에 적용할 수 있는 방법들이다. 이 방법들의 피드백으로써 필요할 경우에 가외의 도움이나 개념형성에 도움이 되는 여분의 문제를 제공함으로써 학생들의 개념이해를 위한 추가적인 기회를 제공한다.

• Research in Mathematical Education
• /
• v.6 no.1
• /
• pp.81-96
• /
• 2002

This article describes a research project that examined the impact of hand-held technology on students' understanding linear equations and graphs in multiple representations. The results indicated that students in the graphing-approach classes were significantly better at the components of interpreting. No significant differences between the graphing-approach and traditional classes were found fur translation, modeling, and algebraic skills. Further, students in the graphing-approach classes showed significant improvements in their attitudes toward mathematics and technology, were less anxious about mathematics, and rated their class as more interesting and valuable.

• Research in Mathematical Education
• /
• v.7 no.3
• /
• pp.151-161
• /
• 2003

In this paper, we discuss how to assess students' understanding of concepts during class, after class and in regular exams in the mathematics classes using the handheld graphing technology. We show some methods of assessment that are compatible with the class using the handheld graphing technology. These methods are adjustable to students' learning during class, homework after class or in regular exams. As a feedback of these methods we give students additional opportunity to understand concepts by giving additional concept provoking problems or giving additional help if necessary.

• School Mathematics
• /
• v.1 no.2
• /
• pp.483-512
• /
• 1999

The purpose of the research was to investigate the patterns of student's mathematical thinking and behavior and describe the nature of difficulties the student underwent in trigonometry as the student conducted independent explorations within the interactive technology environment. Also, the research identified the connections among multiple representations and merits and shortcomings in using a graphic calculator as a tool. A take-based clinical interview procedure as the method for qualitative research was used to find the cognitive actions of the participant and his interactions with the graphic calculator. A case study report was written for the student. The researcher found that the student moved from operative stage, to constructive stage, to applicable stage of thinking. From Colgan; Graphing has significance both to mathematics and mathematics education in at least three ways since: * graphing represents an important technique, instrument and process in mathematics; * through ‘graphing’, per se, students can be said to be using one symbolic system to extend and acquire an understanding of another(e. g., trigonometric functions and their graphs). * graphing is propaedeutic to other, more advanced topics and concepts in mathematics.

• Communications of Mathematical Education
• /
• v.25 no.1
• /
• pp.63-78
• /
• 2011

The purpose of this study is to explore a teaching method of limits of functions with more intuitive and visual of CAS graphing calculators rather than with the rigorous ${\epsilon}-{\delta}$ method. Texas Instruments Voyage200 CAS graphing calculators are used for studying the possibility of the use of technology in calculus course. For this, various related theoretical constructs are reviewed: concept image, concept definition, cognitive conflict, the use of visualization of technology for calculus concepts, the theory of APOS, and local straightness. Based on such theoretical constructs this study suggests a teaching method of limits of functions with embodied visualization of CAS graphing calculators.

• Research in Mathematical Education
• /
• v.8 no.1
• /
• pp.39-58
• /
• 2004

The School of Mathematical Sciences at University Sains Malaysia has offered a laboratory course on the integration of hand-held technology into the teaching and learning of mathematics since the beginning of the 2001/2002 academic year. This inquiry-based course highlights the explorations and application of mathematics in a data rich modeling environment. In addition, the course addresses several issues related to the effective integration of such technology into the mathematics curriculum. This paper discusses the appropriate use of graphing technology to present mathematical concepts and to support student's understanding in a student-centered learning environment, shares knowledge on the new mathematics that was made possible by hand-held technology, and summarizes student reactions to this innovative learning mode.