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Title The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course
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University/Publisher Texas A&M University
Abstract The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design incorporating qualitative and quantitative research methods was used to explore the question: What happens when an exemplary teacher uses graphing calculators in a college algebra class? The purposively selected participants were the teacher and eleven students of a Texas community college algebra course. All 29 classes of the 14-week spring 2006 semester were observed in their entirety by the researcher. The theoretical frameworks guiding the study were the affective representation system and the Multiple Representations Model of Learning and Teaching with the use of the Mathematics and Science Classroom Observation System for data collection, analysis, and profiling of classroom lessons. Originally developed for grades K-12, the use of the instrument was extended to college algebra. Triangulation of data sources using constant comparative and content analysis methods were used to support the three major findings: (1) The instructor's proactive orchestration of specialized instruction, support materials, and designed activities contributed to the establishment of graphing calculator use as an essential part of classroom norms and promoted students' independent use of the tool; (2) The dynamic and interactive features of the TI-84 Plus graphing calculator facilitated the delivery of instruction at high cognitive levels during student interactive activities providing access to, exploration of, and use of multiple representations for some mathematical concepts and solutions not easily attainable using traditional methods; and (3) Although the majority of students had never used a graphing calculator before the course, all students used the tool at appropriate times during instructional activities, self-reporting that their use of the calculator was generally beneficial for enhancing their understanding of lessons and supporting class interactions. Additionally, all students independently chose to use the calculator during major assessments and reported knowledgeable use of the tool to facilitate improved test performance. Replication of the study is limited because the norms developed in this case are unique to the teacher and students who negotiated their establishment. Suggestions are given regarding educational policies, reform practices, and research extensions.
Subjects/Keywords Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College
Contributors Kulm, Gerald O. (advisor); Stuessy, Carol L. (advisor); Boyd, Barry L. (committee member); Loving, Cathleen C. (committee member)
Language en
Country of Publication us
Record ID handle:1969.1/86022
Repository tamu
Date Retrieved
Date Indexed 2017-09-06
Issued Date 2008-10-10 00:00:00

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…class members, and (4) to contribute to research knowledge. Research Questions The main overarching question for the study was the following: What happens when an exemplary teacher uses graphing calculators in a college algebra class? Three…

…inquiries support the main question: 1. What classroom behaviors and interactions become routine when graphing calculators are used and how does the tool promote those actions? 2. What instructional patterns and strategies occur when an exemplary teacher

…educator has been emphasized. This study aims to address the recommendations of past research by investigating how an exemplary teacher orchestrated graphing calculator use with specialized activities and materials to promote desired classroom norms and to…

exemplary teacher in a college algebra course. Characteristics of the design features the collection of data with the intent of identifying, analyzing, and interpreting recurring patterns for the purposes of understanding any relationships that may exist…

…45 5 Students’ Responses to Feelings about Graphing Calculators ................... 47 6 Teacher Expectations Related to Graphing Calculator Use Introduced on the First Day of Class................................. 53 7 Summary of Students…

…concepts and by stimulating social interactions in the classroom environment (Doerr & Zangor, 2000; Goos, Galbraith, Renshaw, & Geiger, 2000; Hennessy, Fung, & Scanlon, 2001). The interactions between and among the teacher and students using…

…depended on how the teacher used the tool. However, their synthesis indicated that more information is needed to help close the gaps in research on how teachers use graphing calculators. Regarding graphing 3 calculator studies, Burrill et al. (2002…

…for the study and prior research related to the complexities of teaching and learning mathematics. Prior research will include the Mathematic and Science Classroom Observation System, teacher, calculator, and norm studies. Included in the review will…

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