id: 06514419
dt: j
an: 2016a.00998
au: Kenney, Rachael H.
ti: Investigating a link between pre-calculus studentsâ€™ uses of graphing
calculators and their understanding of mathematical symbols.
so: Int. J. Technol. Math. Educ. 21, No. 4, 157-166 (2014).
py: 2014
pu: Research Information Ltd, Burnham, Bucks
la: EN
cc: U70 E40 D50 D70 I20
ut: pre-calculus; graphing calculators; mathematical symbols; mathematical
concepts; use of technology; difficulties; problem solving;
understanding
ci:
li: http://www.tech.plym.ac.uk/Research/mathematics_education/field%20of%20work/IJTME/volume_21/number_four.html
ab: Summary: This study examined ways in which students make use of a graphing
calculator and how use relates to comfort and understanding with
mathematical symbols. Analysis involved examining studentsâ€™ words and
actions in problem solving to identify evidence of algebraic insight.
Findings suggest that some symbols and symbolic structures had strong
influences on studentsâ€™ choices in problem solving, and that that
difficulties in symbol sense can lead students to turn to a graphing
calculator as a tool for prompting a way to start a problem, or for
providing a guess or confirmation. Certain symbols also lead some
students to believe that they cannot use a calculator at all.
Implications for teaching with a graphing calculator are included.
rv: