The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving

Autor/inn/en	Ndlovu, Levi; Ndlovu, Mdutshekelwa
Titel	The Effect of Graphing Calculator Use on Learners' Achievement and Strategies in Quadratic Inequality Problem Solving
Quelle	In: Pythagoras, 41 (2020) 1, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ndlovu, Levi) ORCID (Ndlovu, Mdutshekelwa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1012-2346
Schlagwörter	Mathematics Instruction; Secondary School Mathematics; Teaching Methods; Graphing Calculators; Mathematics Achievement; Problem Solving; Intervention; Student Attitudes; Algebra; Learning Strategies; Foreign Countries; Word Problems (Mathematics); Equations (Mathematics); South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Grafischer Taschenrechner; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Problemlösen; Schülerverhalten; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland; Textaufgabe; Equations; Mathematics; Gleichungslehre; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners' achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC activities and the control group was taught without using the GC. The qualitative aspects of the study involved script analysis and task-based interviews. We used three data collection instruments: a quadratic inequality problem solving test used both as a pre- and a post-test administered to both the experimental and the control group learners, a written task analysis protocol and a task-based interview schedule. The results of the dependent samples "t"-test confirmed a statistically significant improvement in the quadratic inequality problem solving achievement of the experimental group with a Cohen's "d" effect size of 1.3. The dependent "t"-test results for the control group were also a statistically significant improvement but with a smaller Cohen's "d" of 1.2. The results of the independent t-test indicated that the experimental group achievement was significantly higher than that of the control group with a Cohen's "d" effect size of 0.79. Script analysis of selected learners' post-test solutions also showed that learners in the experimental group employed more problem-solving strategies (at least three -- symbolic, numeric and graphical). Interview results of purposively selected learners also affirmed that experimental group participants perceived the GC intervention to have prepared them more effectively for multiple solution strategies of the quadratic inequality problem tasks. The researchers recommend the integration of GCs in the teaching and learning of mathematics in general and quadratic inequalities in particular. However, more research is needed in the integration of the GC in high-stakes assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01