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The effects on achievement, retention of mathematical knowledge, and attitudes toward mathematics as a result of supplementing the traditional algebra II curriculum with graphing calculator activities.

机译：通过用图形计算器活动补充传统的代数II课程，对成绩，数学知识的保留和对数学态度的影响。

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Educational institutions are faced with the problem of how best to use technology in the instructional process. This study was designed to help answer the question, "Is the use of graphing calculators really a good thing for mathematics education?" This study compared the effectiveness of supplementing the traditional Algebra II curriculum of quadratic equations and related problem-solving situations with graphing calculator activities to not supplementing the same Algebra II curriculum with graphing calculator activities. The criteria for comparison were the differences in overall achievement scores from pretest to posttest and from posttest to retention test, and attitudinal scores for confidence in doing mathematics, anxiety levels toward mathematics and students' attitudes toward mathematics and technology. Achievement subscores relating to paper-and-pencil skills and problem-solving skills were also analyzed.;The data revealed that the overall gain in achievement scores from pretest to posttest for the treatment class was significantly higher than the gain in achievement scores for the control class. Contrary to expectations, the gain in paper-and-pencil achievement scores for the control class was greater than the gain in paper-and-pencil achievement scores for the experimental class; however, the gain in achievement scores for problem-solving situations was significantly higher for the treatment class. There were no significant findings for retention of mathematical skills, confidence levels for doing mathematics, anxiety levels toward mathematics, or attitudinal scores toward mathematics and technology as the result of supplementing the traditional curriculum with graphing calculator activities.;The results of this study indicate that average-ability Algebra II students stand to gain mathematical power as a result of instruction that integrates graphing calculator activities into the traditional Algebra II curriculum.

机译：教育机构面临在教学过程中如何最好地使用技术的问题。这项研究旨在帮助回答以下问题：“使用图形计算器真的对数学教育有好处吗？”这项研究比较了用图形计算器活动补充传统的二次方程式Algebra II课程和相关问题解决情况与不使用图形计算器活动补充相同的Algebra II课程的有效性。比较的标准是从测验前到测验后以及从测验到保留测验的总体成绩得分之间的差异，以及对数学的信心态度态度分数，对数学的焦虑程度以及学生对数学和技术的态度。还分析了与笔和铅笔技能及解决问题技能相关的成绩分项评分;数据显示，治疗班从测验前测验到测验后测验的总体成就得分明显高于对照组类。与期望相反，对照组的纸笔成绩得分的增幅大于实验班的纸笔成绩得分的增幅。但是，对于解决问题的情况，治疗级别的成就分数获得的收益明显更高。作为对传统课程进行图形计算器活动的补充，没有发现关于保留数学技能，对数学的信心水平，对数学的焦虑水平或对数学和技术的态度评分的重要发现。通过将图形计算器活动整合到传统的Algebra II课程中的教学，平均能力的Algebra II学生将获得数学能力。

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作者
Rodgers, Kathy V.;
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Southern Illinois University at Carbondale.;

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授予单位 Southern Illinois University at Carbondale.;
学科 Mathematics.;Education Curriculum and Instruction.;Education Technology of.
学位 Ph.D.
年度 1995
页码 144 p.
总页数 144
原文格式 PDF
正文语种 eng
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The effects on achievement, retention of mathematical knowledge, and attitudes toward mathematics as a result of supplementing the traditional algebra II curriculum with graphing calculator activities.

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