
06439924
a
2015c.00821
Sevimli, Eyup
Delice, Ali
Is eliminating the sign confusion of integral possible? The case of CAS supported teaching.
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 PMENA, Vancouver, Canada, July 1520, 2014, Vol. 5. [s. l.]: International Group for the Psychology of Mathematics Education (ISBN 9780864913609/set; 9780864913654/v.5). 153160 (2014).
2014
[s. l.]: International Group for the Psychology of Mathematics Education
EN
I50
U70
D70
E40
integration
sign determination
computer algebra systems
use of technology
misconceptions
definite integral
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 postapplication tests, and semistructured 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.