id: 06439924
dt: a
an: 2015c.00821
au: Sevimli, Eyup; Delice, Ali
ti: Is eliminating the sign confusion of integral possible? The case of CAS
supported teaching.
so: Nicol, Cynthia (ed.) et al., Proceedings of the 38th conference of the
International Group for the Psychology of Mathematics Education
“Mathematics education at the edge", PME 38 held jointly with the
36th conference of PME-NA, Vancouver, Canada, July 15‒20, 2014, Vol.
5. [s. l.]: International Group for the Psychology of Mathematics
Education (ISBN 978-0-86491-360-9/set; 978-0-86491-365-4/v.5). 153-160
(2014).
py: 2014
pu: [s. l.]: International Group for the Psychology of Mathematics Education
la: EN
cc: I50 U70 D70 E40
ut: integration; sign determination; computer algebra systems; use of
technology; misconceptions; definite integral
ci:
li:
ab: Summary: This study explored how the challenges encountered during integral
sign determination process change after various learning processes. In
this comparative investigation which is based on qualitative data, the
students in the CAS group were subjected to technology enhanced
teaching whereas the students in the traditional group were subjected
to the traditional centered teaching approaches. Sign determination
challenges of the students according to the groups were determined by
means of pre- and post-application tests, and semi-structured
interviews were employed as supportive data. The findings show that the
students in CAS group, in comparison to the students in traditional
group, had less “negative area" misconception in definite integral
after teaching processes. In this investigation, it has also been
discussed how teaching technology influences eliminating misconception.
rv: