id: 02328990
dt: j
an: 1999e.03385
au: Slavit, David
ti: Three women’s understandings of algebra in a precalculus course
integrated with the graphing calculator.
so: J. Math. Behav. 17, No. 3, 355-372 (1998).
py: 1998
pu: Elsevier, New York, NY
la: EN
cc: I20
ut:
ci:
li: doi:10.1016/S0364-0213(99)80068-8
ab: This study investigated the role of function in a precalculus classroom
which incorporated the graphing calculator in the instructional
process. Perspectives were taken from students, teachers, and
textbooks. Emphasis was placed on choice of functional symbol system
when thinking and problem solving, connections across symbol systems,
the role of the instructor and the textbook in learning, affective
components, and the effect of the graphing calculator. The study starts
with a definition of the concept of structure as it relates to
function. The account of a semester-long qualitative study on
students’ concept images of function and its role in problem solving
follows. It was found that the students involved in the study entered
the graph-intensive course with predominantly symbolic notions of
algebra, in part due to prior instruction. The students also possessed
highly procedural views of algebraic content. These preconceptions and
expectations resulted in the students’ inability to effectively
coordinate graphic and symbolic notions of algebra, both in procedural
and conceptual realms. Implications and curricular suggestions are
provided.
rv: