The Effect of Using Technology on Students' Understanding in Calculus and College Algebra

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Autor/in	Shahriari, Razieh
Titel	The Effect of Using Technology on Students' Understanding in Calculus and College Algebra
Quelle	(2019), (165 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of Arkansas
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3922-1800-6
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Algebra; College Mathematics; Calculus; Student Attitudes; Instructional Effectiveness; Teaching Methods; Comprehension; Mathematics Achievement; Mathematics Skills; Graphing Calculators; Telecommunications; Handheld Devices; Computer Oriented Programs; Computer Software; Mathematical Concepts; Mathematical Logic; Arkansas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Schülerverhalten; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Grafischer Taschenrechner; Telekommunikationstechnik; Computerprogramm; Mathematical logics; Mathematische Logik
Abstract	This mixed qualitative and quantitative methods study addressed the effect of technology on college algebra and survey of calculus students' understanding. This research study was conducted in fall 2016 on eight college algebra classes with a total of 315 students, and in summer 2017, on two survey of calculus classes with a total of 40 students at the University of Arkansas. Several sources were used to collect data. A pre- and post- student attitude survey was administered during the first and last week of the semester for both college algebra and survey of calculus courses. Students' scores and paper work on three written tests (review test 1, review test 2 and concept test) in college algebra and students' scores and paper work on two written tests (review test 1 and review test 2) in survey of calculus were collected. The concept test was the only paper test normally administered in college algebra. Quantitative and qualitative data analysis enabled discussion of the effect of technology on students' understanding and organization of their work. This research study was guided by the following research questions. 1. How does the use of technology affect college algebra and calculus students' understanding and performance? 2. What areas of college algebra and calculus are affected more by technology? 3. How does using technology affect the organization of college algebra and calculus students' written work? 4. Does the use of technology positively impact college algebra and calculus students' attitudes toward their mathematics skills? The results from the study exposed evidence that use of technology (handheld graphing calculators, online graphing utility Desmos, and smartphone apps) in teaching and learning increased college algebra students' understanding of several concepts such as domain, vertical and horizontal asymptotes, end behavior of a function, and logarithmic functions. In addition, college algebra students' skills such as logical reasoning, use of graph, organization including written order, and correct use of notation and symbols were significantly increased when they used technology. Survey of calculus students' understanding increased in several topics such as finding maximum/minimum for two variable functions, limits, and definite integrals when they used technology in their class activities and on written tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01