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首页> 外文学位 >The Effect of Technological Representations on Developmental Mathematics Students' Understanding of Functions.
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The Effect of Technological Representations on Developmental Mathematics Students' Understanding of Functions.

机译：技术表示形式对发展数学学生功能理解的影响。

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摘要

The use of technology in mathematics education has been strongly encouraged by the National Council of Teachers of Mathematics (NCTM, 2000) and the American Association of Two-year Colleges (AMATYC, 2006). Researchers have envisioned technology's potential in grand ways, including democratization of access to higher mathematics (Kaput, 1994). There are challenges to the realization of that dream. For example, innovation in technological advances often outpaces the evaluation of how those advances can be best applied (Epper & Baker, 2009).The need for improved use of technology in adult developmental mathematics education has been documented (Caverly, Collins, DeMarais, Otte, & Thomas, 2000; Epper & Baker, 2009).;At the same time, adult developmental mathematics students' need for support and help to realize their educational dreams is a vital current issue (Bryk & Treisman, 2010). This study seeks to provide insight into how the use of mathematics technology affects the internal mathematical representations possessed by adult developmental mathematics students. It is hoped that such insight may provide teachers of adult developmental mathematics students with research based understanding which will aid them in incorporating the use of technology.;Open recruitment was done on the campus of a mid-sized university in the southern United States. One subject was interviewed 7 times and then a second subject was interviewed 6 times. Each interview was video taped with three feeds to capture the subjects' interactions with both paper and technology and to record the subject's movement and facial expressions. Qualitative analysis was done with the aid of Atlas.ti software during and after data collection. Each case was considered separately, compared and contrasted and merged results were also considered. Results suggest ways in which technology can impact student thinking.
机译：全国数学教师理事会（NCTM，2000）和美国两年制大学协会（AMATYC，2006）强烈鼓励在数学教育中使用技术。研究人员已经预见了技术的巨大发展潜力，包括普及高等数学的途径（Kaput，1994）。实现这一梦想面临挑战。例如，技术进步的创新往往超过了对如何最好地利用这些进步的评估（Epper＆Baker，2009）。已经证明了在成人发展数学教育中对技术进行改进的需求（Caverly，Collins，DeMarais，Otte ，＆Thomas，2000; Epper＆Baker，2009）。；同时，成人发展数学学生对支持和帮助实现自己的教育梦想的需求是当前至关重要的问题（Bryk＆Treisman，2010）。本研究旨在提供对数学技术的使用如何影响成人发展数学学生所拥有的内部数学表示的见识。希望这种见解可以为成人发展数学学生的老师提供基于研究的理解，这将有助于他们整合技术的使用。在美国南部的一所中型大学的校园内进行了公开招聘。一个主题被采访了7次，然后第二个主题被采访了6次。每个采访都录制了录像带，其中包含三个供稿，以捕获受试者与纸张和技术的互动，并记录受试者的运动和面部表情。在数据收集期间和之后，借助Atlas.ti软件进行了定性分析。分别考虑每个案例，进行比较，对比和合并后的结果。结果表明技术可以影响学生思维的方式。

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  • 作者

    Garrett, Lauretta Elliott.;

  • 作者单位

    Auburn University.;

  • 授予单位 Auburn University.;
  • 学科 Education Mathematics.;Education Technology of.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 294 p.
  • 总页数 294
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
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