Graphing calculator exposure of mathematics learning in a partially technology incorporated environment
Integrating technology in the mathematics curriculum has become a necessary task for curriculum developers as well as mathematics practitioners across the world and time. In general research studies seeking a better understanding of how best to integrate mathematics analysis tools with mathematic...
| Main Authors: | , |
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| Format: | Article |
| Language: | English English |
| Published: |
Eurasia, Gazi University
2017
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/63154/ http://irep.iium.edu.my/63154/ http://irep.iium.edu.my/63154/ http://irep.iium.edu.my/63154/1/63154_Graphing%20Calculator%20Exposure%20of%20Mathematics%20_article.pdf http://irep.iium.edu.my/63154/2/63154_Graphing%20Calculator%20Exposure%20of%20Mathematics%20_wos.pdf |
| Summary: | Integrating technology in the mathematics curriculum has become a necessary task for
curriculum developers as well as mathematics practitioners across the world and time. In
general research studies seeking a better understanding of how best to integrate
mathematics analysis tools with mathematics subject matter normally observe mathematics
lessons taught exclusively in a technology enriched environment or computer lab. In some
universities where paper and pencil examination is the major assessment tool,
undergraduate mathematics courses are still taught in a traditional manner that takes
care of the algorithmic and procedural steps. This paper relates a study that embarks
on the technology exposure claiming that human action is mediated by technological
setting. Situated in a traditional classroom setting where there is more teaching and less
hands-on, it reports foundation students’ acceptance of technology-in-mathematics
interaction in a typical course enriched with graphing calculator (GC) deliberated in the
worksheets with printed GC commands alongside each question. Data was collected from
students’ worksheets and also questionnaire that measures attitudes towards technology
in mathematics from a class of 763 pre-university students. The results may enlighten
mathematics practitioners about the feasibility of taking full advantage of technology to
teach mathematics in a partially technology incorporated mathematics course |
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