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The influence of dynamic visualizati...

Sutton, Julie M. Skinner.

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The influence of dynamic visualization on undergraduate calculus learning.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The influence of dynamic visualization on undergraduate calculus learning./
Author:	Sutton, Julie M. Skinner.
Description:	252 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-01(E), Section: B.
Contained By:	Dissertation Abstracts International77-01B(E).
Subject:	Mathematics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3722782
ISBN:	9781339051284

The influence of dynamic visualization on undergraduate calculus learning.
Sutton, Julie M. Skinner.

The influence of dynamic visualization on undergraduate calculus learning. - 252 p.

Source: Dissertation Abstracts International, Volume: 77-01(E), Section: B.

Thesis (Ph.D.)--The University of Texas at Arlington, 2015.

The urgent need in the United States to produce an additional one million graduates in the areas of science, technology, engineering and mathematics and previous research into why students choose to abandon their quest to earn such degrees motivates exploration of the appropriate use of technology that engages students in the first-year calculus classroom. Technology enhances our capacity to incorporate visualization into the teaching of mathematics, yet research suggests that high school mathematics students who prefer to visualize when solving mathematics tasks are not the "super stars" of their classrooms.

ISBN: 9781339051284Subjects--Topical Terms:

515831
Mathematics.

The influence of dynamic visualization on undergraduate calculus learning.
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100 1 $a Sutton, Julie M. Skinner. $3 3188461
245 1 4 $a The influence of dynamic visualization on undergraduate calculus learning.
300 $a 252 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-01(E), Section: B.
500 $a Adviser: James A. M. Epperson.
502 $a Thesis (Ph.D.)--The University of Texas at Arlington, 2015.
520 $a The urgent need in the United States to produce an additional one million graduates in the areas of science, technology, engineering and mathematics and previous research into why students choose to abandon their quest to earn such degrees motivates exploration of the appropriate use of technology that engages students in the first-year calculus classroom. Technology enhances our capacity to incorporate visualization into the teaching of mathematics, yet research suggests that high school mathematics students who prefer to visualize when solving mathematics tasks are not the "super stars" of their classrooms.
520 $a In this qualitative study, nine students, five of whom prefer to visualize when solving mathematics tasks, completed a series of four individual interviews focusing on topics covered in their calculus course. Four of the nine students used dynamic visualization software (DVS) during interview sequences whereas the remaining five students participated in analogous static interviews. Research questions guiding the study design focus on how student interactions with DVS result in differences in student views of derivative as a rate of change at a point, if students exploring mathematical relationships using DVS hold multi-representational views of derivative when compared to their peers who were not offered DVS as a learning tool, and how exploration with DVS influences student understanding of the Extreme Value Theorem and the relationship between continuity and differentiability.
520 $a Using grounded theory, results suggest that focusing features must accompany DVS exploration in the undergraduate calculus classroom. In addition, results raise questions about accurate assessment of transfer of knowledge when DVS is presented as a learning tool and not made available during testing. There were several instances where DVS exploration clarified mathematical relationships. Although findings suggest a higher incidence of this for visualizers, DVS exploration also enhanced the reasoning of those students who prefer not to visualize when solving mathematics tasks.
590 $a School code: 2502.
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710 2 $a The University of Texas at Arlington. $b Mathematics. $3 1682219
773 0 $t Dissertation Abstracts International $g 77-01B(E).
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792 $a 2015
793 $a English
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