Teaching Linear Functions in Context With Graphics Calculators : Students' Responses and The Impact of The Approach on Their Use of Algebraic Symbols  

Oleh:

Bardini, Caroline ; Pierce, Robyn U. ; Stacey, Kaye

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: International Journal of Science and Mathematics Education vol. 2 no. 3 (2004), page 353-376.
Topik: ALGEBRAIC NUMBER THEORY; algebra; algebraic expressions; functional approach; graphics calculators ; linear functions; modelling approach; real world problems; secondary school mathematics; teaching in context

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: II21.2 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

This study analyses some of the consequences of adopting a functional / modelling approach to the teaching of algebra. The teaching of one class of 17 students was observed over five weeks, with 15 students undertaking both pre - and post - tests and 6 students and the teacher being interviewed individually. Use of graphics calculators made the predominantly graphical approach feasible. Students made considerable progress in describing linear relationships algebraically. They commented favourably on several aspects of learning concepts through problems in real contexts and were able to set up equations to solve contextualised problems. Three features of the program exerted a triple influence on students use and understanding of algebraic symbols. Students concern to express features of the context was evident in some responses, as was the influence of particular contexts selected. Use of graphics calculators affected some students choice of letters. The functional approach was evident in the meanings ascribed to letters and rules. Students were very positively disposed to the calculators, and interesting differences were observed between the confidence with which they asked questions about the technology and the diffidence with which they asked mathematical questions.

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