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Effects of using graphing calculator...

Muhundan, Arumugam.

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Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college./
作者:	Muhundan, Arumugam.
面頁冊數:	265 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3244.
Contained By:	Dissertation Abstracts International66-09A.
標題:	Education, Mathematics. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3188424
ISBN:	9780542307348

Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college.
Muhundan, Arumugam.

Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college. - 265 p.

Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3244.

Thesis (Ph.D.)--University of South Florida, 2005.

This study examined the effects of using graphing calculators with a numerical approach designed by the researcher on students' learning of limits and derivatives in an Applied Calculus course at a community college. The purposes of this study were to investigate the following: (1) students' achievement in solving limit problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved limit problems with a traditional approach (primarily an algebraic approach); and (2) students' achievement in solving derivative problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved derivative problems with a traditional approach (primarily an algebraic approach).

ISBN: 9780542307348Subjects--Topical Terms:

1017588
Education, Mathematics.

Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college.
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245 1 0 $a Effects of using graphing calculators with a numerical approach on students' learning of limits and derivatives in an applied calculus course at a community college.
300 $a 265 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-09, Section: A, page: 3244.
500 $a Major Professor: Denisse R. Thompson.
502 $a Thesis (Ph.D.)--University of South Florida, 2005.
520 $a This study examined the effects of using graphing calculators with a numerical approach designed by the researcher on students' learning of limits and derivatives in an Applied Calculus course at a community college. The purposes of this study were to investigate the following: (1) students' achievement in solving limit problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved limit problems with a traditional approach (primarily an algebraic approach); and (2) students' achievement in solving derivative problems (Skills, Concepts, and Applications) with a numerical approach compared to that of students who solved derivative problems with a traditional approach (primarily an algebraic approach).
520 $a Students (n = 93) in all four daytime sections of an Applied Calculus course in a community college participated in the study during the spring 2005 semester. One of two MWF sections and one of two TR sections served as the treatment groups; the other two sections served as the control groups. Two instructors other than the researcher participated in the study. Instructor A taught one treatment group (a TR section) and one control group (a MWF section); instructor B taught one treatment group (a MWF section) and one control group (a TR section).
520 $a Dependent variables were achievement to solve skill, concept, and application limit problems and skill, concept, and application derivative problems, measured by two teacher-made tests. A pretest administered on the first day of class determined that no significant difference existed between the groups on prerequisite algebra skills. Separate ANCOVA tests were conducted on the skill, concept, and application portions of each of the limit and derivative exams.
520 $a Data analyses revealed the following: (1) there was no significant difference found on the skill portion of the limit topic (unit 1 exam) due to instruction or to instructor; (2) there was a significant difference found on the concept portion of the limit topic due to instruction and to instructor ; (3) there was a significant difference found on the application portion of the limit topic due to instruction but not due to instructor; (4) the interaction effects between instructor and instruction were not significant on the skill, concept, and application portions of the limit topic; (5) there was a significant difference found on the skill portion of the derivative topic (unit 2 exam) due to instruction but not due to instructor; (6) there was a significant difference found on the concept portion of the derivative topic due to instruction and to instructor; (7) there was a significant difference found on the application portion of the derivative topic due to instruction but not due to instructor; and (8) the interaction effects between instructor and instruction were not significant on the skill, concept, and application portions of the derivative topic. All significant differences were in favor of the treatment group.
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