
06514419
j
2016a.00998
Kenney, Rachael H.
Investigating a link between precalculus students' uses of graphing calculators and their understanding of mathematical symbols.
Int. J. Technol. Math. Educ. 21, No. 4, 157166 (2014).
2014
Research Information Ltd, Burnham, Bucks
EN
U70
E40
D50
D70
I20
precalculus
graphing calculators
mathematical symbols
mathematical concepts
use of technology
difficulties
problem solving
understanding
http://www.tech.plym.ac.uk/Research/mathematics_education/field%20of%20work/IJTME/volume_21/number_four.html
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 students' words and actions in problem solving to identify evidence of algebraic insight. Findings suggest that some symbols and symbolic structures had strong influences on students' 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.