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…

This paper reports an instrumental case study of the strategies employed by Year 11 students engaged in solving a functions population task. The task was implemented as part of a study of students studying functions in a Technology-Rich Teaching and Learning Environment (TRTLE). Student strategies related to the perception and enactment of…

The goal of this study was to determine whether adult students incarcerated at a large correctional facility in New England use the provided scientific calculator appropriately when taking the Official GED Practice Test in mathematics. 13 students were interviewed after taking a practice test and asked for their strategy for solving each problem.…

This study investigates the role of graphing calculators in multiple representations for knowledge transfer and the omission of oversimplification in complex function graphs. The main aim is to examine whether graphing calculators were used efficiently to see different cases and multiple perspectives among complex function graphs, or whether…

This report summarizes findings on strategies chosen by students (n=38) when solving algebra problems related to various functions with the freedom to use a TI-83 graphing calculator, influences on student problem-solving strategy choices, student ability to approach algebra problems with use of multiple representations, and student beliefs on how…

Explains an application of mathematical modeling within a school setting as well as progressive use of graphing calculators in mathematical modeling. Analyzes students' performances in the process of problem-solving using the problem of baton-passing in relay races. Discusses students' use of their mathematical knowledge and ideas when they used…

Presents four methods for solving a quadratic equation using graphing calculator technology: (1) graphing with the CALC feature; (2) quadratic formula program; (3) table; and (4) solver. Includes a worksheet for a lab activity on factoring quadratic equations. (KHR)

Some research studies, many of which used quantitative methods, have suggested that graphics calculators can be used to effectively enhance the learning of mathematics. More recently research studies have started to explore students' styles of working as they solve problems with technology. This paper describes the use of a software application…

This book is a compatible instructional component to any algebra textbook and was developed by University of Hawaii under the Dwight D. Eisenhower Mathematics and Science Education Improvement Act. The tasks align with the content and instructional approach used in daily classes that emphasize standards-based teaching and learning. The tasks…

This research focuses on the graphics calculator in calculus and its impact on students' abilities to work with graphical, numerical, and symbolic representations. Three courses are compared, two of which are taught with less emphasis on the use of graphing calculators. The format of the course emphasizing calculator use is more traditional than…

Since 1997 the Ministry of Education in Mexico has been sponsoring a national project in which technology (computers and TI-92 calculators) is used to support the teaching of mathematics at secondary school level (children aged 12 to 15 years old). One of our concerns during this project was to investigate if its implementation affects some of the…

Develops and validates an instrument for determining student preferences for multiple representations of functions and establishes baseline data for future research. Students showed preferences for representations of functions which varied between contextualized and noncontextualized settings. Students' preferences for the two settings were more…

When students are working with hand held technology, such as graphics calculators, we usually only see the outcomes of their activities in the form of a contribution to a written solution of a mathematical problem. It is more difficult to capture their process of thinking or actions as they use the technology to solve a problem. In this paper we…