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Assessing the Use of Graphing Calculators in College Algebra: Reflecting on Dimensions of Teaching and Learning
Author(s) -
Smith Karan B.,
Shotsberger Paul G.
Publication year - 1997
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/j.1949-8594.1997.tb17378.x
Subject(s) - calculator , mathematics education , class (philosophy) , section (typography) , teaching method , educational technology , computer science , algebra over a field , psychology , mathematics , pure mathematics , artificial intelligence , operating system
This article considers various aspects of teaching and learning stemming from the integration of graphing calculator use in a semester‐long college algebra course. The project examined four class sections, in which two instructors each taught one section using graphing calculators and one section using a traditional approach. Achievement and attitude data showed no significant differences for treatment or instructor; a significant difference in achievement was found for gender. Students in the calculator sections responded to an open‐ended questionnaire about their use of the calculator and were generally supportive of the technology. Students were in agreement about specific topics for which the technology was most useful. Overall, findings indicated that the technology use had a positive impact on various dimensions of student learning.