Effects of Differing Technological Approaches on Students' Use of Numerical, Graphical and Symbolic Representations and Their Understanding of Calculus [electronic resource] / Donald T. Porzio.
This study sought to gather empirical evidence of the effectiveness of calculus instruction like that used in the Calculus and Mathematica project by examining and comparing the effects of three different instructional approaches to calculus on students' (n=100) abilities to use and understand...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1995.
|
| Subjects: |
| Summary: | This study sought to gather empirical evidence of the effectiveness of calculus instruction like that used in the Calculus and Mathematica project by examining and comparing the effects of three different instructional approaches to calculus on students' (n=100) abilities to use and understand connections between numerical, graphical, and symbolic representations when solving calculus problems. Data were collected using classroom observations, pre- and posttest instruments, and 36 student interviews. Analysis of the data indicated that: (1) Calculus and Mathematics students were better able to use and to recognize and make connections between different representations than the other students; (2) graphics calculator students were proficient at using graphical representations but had some trouble using symbolic representations and recognizing and making connections between graphical and symbolic representations, even though the use of these representations was stressed during their course; and (3) traditional students were the least proficient at using graphical representations and had the most difficulty recognizing and making connections between different representations. An appendix contains the posttest instrument. Contains 20 references. (MKR) |
|---|---|
| Item Description: | ERIC Document Number: ED391665. ERIC Note: Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (17th, Columbus, OH, October 21-24, 1995). |
| Physical Description: | 10 p. |