Can Technology-Assisted Instruction Improve Theoretical Awareness? The Case of Fundamental Theorem of Calculus

Sevimli, Eyüp; Delice, Ali

doi:10.16949/turcomat.44905

Cited by 5 publications

(7 citation statements)

References 11 publications

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“…Therefore, according to the findings of this study, although the software played a more effective role in the learning process of the students than the blackboard, the necessity of creating technologysupported content to support the learning-teaching process emerged. This necessity is similar to the research results reported by Sevimli and Delice (2015). With the help of the dialogues and her notes, the researcher teacher concluded that environments where visual elements are not used encourage students to memorize.…”

Section: Discussionsupporting

confidence: 84%

“…within the content of mathematics. Parallel to this problem, important experience has been gained on how to use a computer so that students can learn mathematics better (Powers & Blubaugh, 2005;Pierce & Stacey, 2002;Renshaw & Taylor, 2000;Sevimli & Delice, 2015;Wiest, 2001). Many researchers stated that Dynamic Geometry Software (DGS) and Computer Algebra Systems (CAS) have a significant potential in reflecting these experiences into mathematics classes (Hazzan & Goldenberg, 1997;Powers & Blubaugh, 2005;Tabuk, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

Akbaş¹

2021

eqr

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This study aimed to learn the learning outcomes of associate-degree students attending a Vocational School (VS) in a CAS-supported learning environment within the scope of the limit-continuity subject. The study was conducted using the action research method, and the worksheets prepared by Ertem Akbaş (2016) were used. While evaluating and interpreting the VS students’ learning outcomes, the SOLO taxonomy was preferred. The study group included 32 VS associate-degree students in Turkey. Within the framework of the research problem, detailed information was provided about what level of the SOLO taxonomy the students’ learning outcomes corresponded to. The learning outcomes of the VS students were found to be below the relational structure level according to SOLO taxonomy in the environment where the CAS software was used. Thanks to the CAS software, the quality of the pre-structure level and uni-structure level learning outcomes of VS students increased to and over the multi-structure level.

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Section: Discussionsupporting

confidence: 84%

Section: Introductionmentioning

confidence: 99%

Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

Akbaş¹

2021

eqr

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“…This result matches up with the findings which are situated in the literature about the positive effect of the CAMI activities on parabola subject in which various softwares such as CASs (Bos, 2007;Kutluca, 2009) and DGSs (Phonguttha et al, 2009;Ayvaz and Ozdemir, 2010) are used. Similar results have been found in the studies, in which CAS softwares have been used for lecturing different subjects and university students have taken part as participants in general (Hillel, 1993;Porzio, 1994;Cooley, 1995;Stephens and Konvalina, 1999;Aksoy, 2007;Bulut, 2009;Sevimli, 2013;Sevimli and Delice, 2015).…”

Section: Conclusion and Recommendationssupporting

confidence: 83%

“…When we examine the literature, it is understood that the teaching activities, which are carried out through CASs, effect students' conceptional comprehension levels (Ghosh, 2003;Kabaca, 2006;Aksoy, 2007;Sevimli, 2013;Sevimli and Delice, 2015) problem solving skills (Aktümen, 2007;Tuluk, 2007;Sevimli, 2013) academic achievements (Stephens and Konvalina, 1999;Aksoy, 2007;Bulut, 2009) calculational skills (Bulut, 2009;Sevimli, 2013) mathematical thinkings (Tuluk, 2007;Bulut, 2009) attitudes towards mathematics (Kabaca, 2006;Aksoy, 2007;Aktümen, 2007;Tuluk, 2007;Aktümen and Kaçar, 2008;Taşlıbeyaz, 2010) positively. Again, similar results are emphasized also in literature reviews (Lavicza, 2008;Buteau et al, 2010;Marshall et al, 2012) that mention teaching activities which are carried out through CASs.…”

Section: Figure-1 3d Graph Plotting Through Mathematicamentioning

confidence: 99%

The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example

Ardıç

İşleyen

2018

Journal of Education and e-Learning Research

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The purpose of this study is to determine the effect of the mathematics teaching, which is carried out by mathematics teachers through computer algebra systems, on the achievement of students. A hundred and forty five 10th grade students have taken part in the study as participants. In the research where quantitative research methods were used, quasi-experimental design was used. In the study, class implementations were carried out by three mathematics teachers who had inservice training about the integration of the computer algebra systems to the learning-teaching environments beforehand. In the implementations at issue, teachers carried out computer-assisted instructions about parabola through Mathematical software in experimental groups. In control groups, they carried out the lessons by using information and communication technologies at a baseline level using traditional teaching method. In the research, students' mathematics report grades and also parabola achievement tests, which were used as the pretest and the posttest, were used as data collection tool. The data obtained from the research were analyzed through Mann-Whitney U and Wilcoxon signed ranks tests. Besides, the effect size of the obtained data was calculated. As a result of the research, it was seen that the achievement of the experimental group, whose lessons were carried out with computer algebra systems by providing technology integration at transformation level, are higher than the achievement of the control group, whose lessons were carried out with the traditional teaching method by providing technology integration at replacement level. Besides, as the calculated effects size is considered, it is understood that computer algebra systems have a strong effect in the occurrence of the differences between the two groups.

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“…CASs, which are developed as software that can make symbolic computation besides numerical computation for solving mathematical problems, have been obtained by extending standard numerical programming languages such as C, Pascal and Fortran (Aktümen, 2007). It is understood that the educational activities carried out through CASs positively affect students' levels of conceptual understanding (Aksoy, 2007;Ghosh, 2003;Kabaca, 2006;Sevimli, 2013;Sevimli & Delice, 2015), problem solving skills (Aktümen, 2007;Sevimli, 2013;Tuluk, 2007), academic achievements (Aksoy, 2007;Bulut, 2009;Stephens & Konvalina;1999), operational skills (Bulut, 2009;Sevimli, 2013), mathematical thinkings (Bulut, 2009;Tuluk, 2007) and their attitudes towards mathematics (Aksoy, 2007;Aktümen, 2007;Aktümen & Kaçar, 2008;Kabaca, 2006;Tuluk;. Likewise, similar results were emphasized in the literature reviews dealing with the teaching activities in which CASs had been used (Buteau, Marshall, Jarvis & Lavicza, 2010;Lavicza, 2008; Marshall, Buteau, Jarvis & Lavicza; 2012).…”

Section: High School Mathematics Teachers' Levels Of Achieving Technomentioning

confidence: 99%

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica

Ardıç¹,

İşleyen²

2017

ujer

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The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this qualitative analysis, the researchers provided the teachers with in-service training titled Computer-assisted Mathematics Instruction Workshop regarding the integration of the Mathematica software which is a computer algebra system in learning-teaching environments. The participating teachers then conducted computer-assisted mathematics instruction activities in their classroom via the Mathematica software regarding the graphs of quadratic equations (parabola). Semi-structured interview and observation forms were used as data collection tools in the study. The data were analyzed using the descriptive analysis method. As a result of evaluation, it was found that before the Computer-Assisted Mathematics Instruction Workshop, the participants either never implemented technology integration or implemented it on the elementary level which is replacement. After the workshop, it was observed that the teachers achieved the technology integration in classroom implementations on the level of transformation and the top level of amplification and showed improvements in this matter. In the observations made after the workshop, it was seen that the teachers generally employed a student-oriented education approach and encouraged students to facilitate their own learning and make their own inferences utilizing computers and worksheets. It was observed that this situation led to changes in classroom routines and contributed to students' acquisition of deeper comprehension by their own efforts. Additionally, it was understood that the students or the teachers did not have any difficulty in using the computer-assisted mathematics instruction materials prepared in Mathematica.

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Can Technology-Assisted Instruction Improve Theoretical Awareness? The Case of Fundamental Theorem of Calculus

Cited by 5 publications

References 11 publications

Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

Examining the Structure of Observed Learning Outcomes of Associate-Degree Vocational School Students in a CAS-Supported Environment: Limit-Continuous Sample

The Effect of Mathematics Instruction through Computer Algebra Systems on the Academic Achievements of Secondary Education Students: Turkey Example

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica

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