A study of studies suzanne gibbons


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A study of studies suzanne gibbons

  1. 1. A Study of Studies<br />Graphing calculators<br />By Suzanne Gibbons <br />
  2. 2. Does the introduction of the Graphics Calculator into System-Wide Examinations Lead to Changing the Types of Mathematical Skills Tested? By Brown<br />Access<br />Easy translation between symbolic, numeric, and graphical representations<br />Test questions<br />Higher level questioning<br />
  3. 3. Building a Versatile Understanding of Algebraic Variables with a Graphic Calculator by Graham & Thomas<br />The concept of a variable is fundamental to algebra.<br />Arithmetic process-oriented thinking to algebraic thinking<br />Graphing calculator benefits<br />representations of a function<br /> stores and retrieve numbers<br />observing inputs and outputs. <br />This study<br />Student understanding <br />
  4. 4. Creating Meaning for and with the Graphing Calculator by Doerr & Zangor<br />NCTM recommendation<br />Discovery learning<br />Roles of the teacher<br />Limitations <br />Teachers’ influence<br />Mathematical authorities<br />Five patterns of graphing calculator use<br />
  5. 5. The Effects of Using Graphing Calculators to Enhance College Students’ Performance in Pre-Calculus by Quesada & Maxwell<br />Graphing calculator vs. scientific calculator<br />Explanations due to the methods of the research<br />Student Motivation<br />Checking results<br />
  6. 6. Graphing Calculators in a “Hybrid” Algebra II Classroom by Slavit<br />Uses of graphing calculators<br />Changes in the nature of mathematics in the classroom<br />Types of questions asked<br />Multiple-representations<br />Discourse<br />
  7. 7. Filling in the Gaps: Modeling Incomplete CBL Data Using a Graphing Calculator by Swingle & Pachnowski<br />Real-world data<br />Using a CBL<br />Taking advantage of learning opportunities when data is not completely collected<br />A cross-curricular opportunity<br />Occupations that involve mathematics<br />Using this technology the students in this lesson had a better understanding of the connections between physics, mathematics, and programming. <br />
  8. 8. Outcomes and Implications of Students’ use of Graphics Calculators in the Public Examination of Calculus by Forster & Mueller<br />The value of graphing calculators. <br />Learning how to use the calculator<br />Girls vs. Boys and assessment results<br />
  9. 9. The Effects of a Graphing-Approach Intermediate Algebra Curriculum on Students’ Understanding of Function by Hollar & Norwood<br />The concept of a function<br />Real-world data<br />Interpreting and translating <br />Computational ability<br />
  10. 10. Preservice Teachers’ Emerging TPACK in Technology-Rich Methods Class by Ozgun-Koca, Meagher, & Edwards<br />Enhancing students’ conceptual and procedural knowledge<br />Skepticism of using technology<br />Fitting together technology, content, and pedagogy<br />
  11. 11. Symbolic Calculators in Mathematics Lessons-The Case of Calculus by Weignad & Bichler<br />Inquiry based learning<br />Increase of understanding<br />Closing the achievement gap<br />Limitations<br />
  12. 12. Best Practices<br />Use the calculator often<br />Allow time<br />Be open to change<br />Focus on concepts and higher ordered thinking<br />
  13. 13. References<br />Brown, R. G. (2010). Does the introduction of the graphics calculator into system-wide examinations lead to change in the types of mathematical skills tested? Educational Studies in Mathematics, 73(2), 181-203. Retrieved from http://dx.doi.org/10.1007/s10649-009-9220-2<br />Doerr, H. M., & Zangor, R. (2000). Creating meaning for and with the graphing calculator. Educational Studies in Mathematics, 41(2), 143-163. Retrieved from www.csa.com<br />Forster, P. A., & Mueller, U. (2001). Outcomes and implications of students' use of graphics calculators in the public examination of calculus. International Journal of Mathematical Education in Science and Technology, 32(1), 37-52. Retrieved from www.csa.com<br />Graham, A. T., & Thomas, M. O. J. (2000). Building a versatile understanding of algebraic variables with a graphic calculator. Educational Studies in Mathematics, 41(3), 265-282. Retrieved from www.csa.com<br />Hollar, J. C., & Norwood, K. (1999). The effects of a graphing-approach intermediate algebra curriculum on students' understanding of function. Journal for Research in Mathematics Education, 30(2), 220-226. Retrieved from www.csa.com<br />Ozgun-Koca, S. A., Meagher, M., & Edwards, M. T. (2010). Preservice teachers' emerging TPACK in a technology-rich methods class. Mathematics Educator, 19(2), 10-20. Retrieved from www.csa.com<br />Quesada, A. R., & Maxwell, M. E. (1994). The effects of using graphing calculators to enhance college students' performance in precalculus. Educational Studies in Mathematics, 27(2), 205-215. Retrieved from www.csa.com<br />Slavit, D. (1996). Graphing calculators in a "hybrid" algebra II classroom. For the Learning of Mathematics, 16(1), 9-14. Retrieved from www.csa.com<br />Swingle, D. A., & Pachnowski, L. M. (2003). Filling in the gaps: Modelling incomplete CBL data using a graphing calculator. International Journal of Mathematical Education in Science and Technology, 34(3), 361-370. Retrieved from www.csa.com<br />Weignad, H.G.,& Bichler, E. (2009), Symbolic calculators in mathematics lessons – the case of calculus. International Journal for Technology, 17(1), 3-15. Retrieved from www.technologyinmatheducation.com<br /> <br />