An Investigation of Student Usage of the Graphing Calculator in Algebra I

Wesley LeeJuly 28th, 2009

Introduction

• Since the 1980’s• Procedural to conceptual knowledge• The need to understand students’ usage

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Relating Literature

• Casio fx-7000G in 1986 (Waits & Demana, 1996)

• 1989 Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989)

• Sorensen, 1996

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Relating Literature

Ruthven (1996) concluded that despite a ten year interval since their introduction, “calculators are largely confined to the margins of classroom life; casually used, primarily instrumentally, and often uncritically” (p. 464).

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Research Questions

1. With what frequency and how are graphing calculators being used in an Algebra I classroom setting by students?

2. Does this mode of use meet the teacher’s expectations?

3. Does the use of graphing calculators affect students' attitudes towards mathematics?

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Study Outline

• Participants• Data Collection– Observations – Student Worksheet– Questionnaire

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Results

• With what frequency and how are graphing calculators being used in an Algebra I classroom setting by students?– Frequency of use • High, moderate, or low?

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Method of Choice

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Correct Answers Incorrect Answers Percent Correct

Graphing 26 3 88.46%

Elimination 4 0 100%

Substitution 15 4 73.33%

Number Completed 45 7

•55.77% of the time students used graphing (calculators)•7.7% of the time students used elimination•37.54% of the time students used substitution

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Results

• Does this mode of use meet the teacher’s expectations?– Checking Tool?– Quadratics Units• Sketch or Graph?• Finding Zeros

– Systems of Linear Equations• Exact Answers• Worksheet

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Results

• Does the use of the graphing calculator affect students’ attitudes towards the mathematics– Group 1 : students’ attitudes towards

mathematics when using the graphing calculator– Group 2: students’ reactions to using the graphing

calculator

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Group 12: Using a calculator to do mathematics will harm my ability to do mental

arithmetic.

3: Without my calculator, I feel lost and unable to solve math problems. 4: Having a calculator available for homework and exams makes me feel more

confident in my mathematical ability. 12: Learning to use the calculator will be helpful for my future work in college or

the work world.

15: The calculator can be a tool to help me solve problems I could not solve without it.

16: Using the calculator to solve a math problem is more hindrance than help.

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Group 1 Results

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Group 21: I often use a calculator during math class.

13: When confronted with a word problem, I would never use a calculator as a first step in solving it.

14: A calculator solution to a math problem is not as accurate as an algebraic

solution. 17: It is important to learn to do all mathematical processes ‘by hand’ before

using a calculator or computer to do the same processes. 19: The calculator was difficult to learn to use. 20: Some math problems are easier to solve without the use of the calculator.

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Group 2 Results

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Conclusions

• Primary use of graphing calculators• Agreement with research– Ruthven, 1992 p. 464

• Perceptions of best method• Comparison of low and high students

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Reflections and Thanks

• Dr. Crocker• Cooperating Teacher• Appalachian State University• Watauga County Schools

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Questions

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References

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston VA: Author.

Ruthven, K. (1992). Personal technology and classroom change: A British perspective. In J. T. Fey & C. R. Hirsch. Calculators in Mathematics Education (pp. 91-100). Reston VA: National Council of Teachers of Mathematics.

Sorensen, R.J. (1996). Designing schools to accommodate technology. Madison, WI: Wisconsin Department of Public Instruction.

Waits, B. K., & Demana, F. (Eds.). (1994). The calculator and computer precalculus project (C2PC): What we have learned in ten years? (pp.91-110). In G.W. Bright, H.C. Waxman, & S. E. Williams (Eds.), Impact of Calculators on Mathematics Instruction. Blue Ridge Summit PA: University Press of America.

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