Effect of Cabri-assisted instruction on secondary school students’ misconceptions about graphs of quadratic functions

Koklu, Oguz; Topçu, Abdullah

doi:10.1080/0020739x.2012.678892

Cited by 21 publications

(12 citation statements)

References 31 publications

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“…In three studies (Erbas & Yenmez, 2011;Guven, 2012;Hannafin et al, 2008), the students worked in pairs (groups of two students). Only two studies (Isiksal & Askar, 2005;Koklu & Topcu, 2012) reported that students worked individually.…”

Section: Study Characteristicsmentioning

confidence: 99%

Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis

Chan

Leung

2014

Journal of Educational Computing Research

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Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students' mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness of DGS-based instruction in terms of standardized mean differences (SMD) of achievement test scores as outcome measures. Nine quasi-experimental DGS studies with 587 participants were eligible. The overall effect size of DGS-based instruction on achievement scores (i.e., SMD) was distinctive (SMD, 1.02; 95% CI: 0.56-1.48) compared to traditional instruction. Subgroup analysis found some groups to have better effectiveness, for example, short-term instruction with DGS significantly improved the mathematical achievement of elementary school students.

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Section: Study Characteristicsmentioning

confidence: 99%

Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis

Chan

Leung

2014

Journal of Educational Computing Research

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“…Mathematical expertise is related to the highest levels of graph recognition of the basic function families and therefore provides valuable suggestions for teaching. To perform graph transformations, a student should be proficient in converting between algebraic and graphical representations and develop the function notion at the object level, with the global perspective on function (Duval, 1993;Koklu & Topcu, 2012;Mudaly & Rampersad, 2010).…”

Section: Graphing Of Functions and Curvesmentioning

confidence: 99%

Asymptotes and Asymptotic Behaviour in Graphing Functions and Curves: an Analysis of the Croatian Upper Secondary Education Within the Anthropological Theory of the Didactic

Katalenić

Šipuš

Čižmešija

2019

Int J of Sci and Math Educ

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In this paper, we will examine the mathematical knowledge that prospective mathematics teachers draw upon when graphing function graphs and curves, with a special focus on the occurrence of asymptotes. Three tasks which involved a graph of a rational and exponential function and a hyperbola as a conic section were designed and administered to students. We performed this study within the framework of Anthropological Theory of the Didactic to examine the relationship of prospective mathematics teachers' available knowledge with the knowledge to be taught in upper secondary schools and scholarly knowledge relevant for teaching. By studying prospective mathematics teachers' knowledge, we aim to understand the feasibility of our proposed reference epistemological model for graphing functions and curves in the upper secondary school. Our findings reveal students' shortcomings with respect to the choice of the appropriate graphing praxeology for given tasks. Students' graphing strategies relied mostly on plotting points obtained by evaluating a formula, which is a dominant approach in the textbooks we analysed. Plotting points did not lead students to examine asymptotic behaviour, along with the observed monotonicity of a function. Their graphing strategies were found to be predominantly dependent on the particular setting in which the task was presented. Additionally, in our study, the idea of an asymptote as a tangent line at infinity in the geometric setting was questioned.

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“…Additionally, computers can also be used to create learning media developed by software that can visualize mathematical concepts. Koklu and Topcu (2012) initiated research using Cabri to visualize the quadratic function graph. GeoGebra is one of the software similar to Cabri.…”

Section: Introductionmentioning

confidence: 99%

“…However, previous development research did not show the effectiveness of learning media when GeoGebra software with Schoology web-based learning is incorporated. Previous research (Koklu & Topcu, 2012) has developed learning media on the quadratic function using Cabri. In this development research, the media will be developed on the same material: quadratic functions, but by using different software, GeoGebra.…”

Section: Introductionmentioning

confidence: 99%

The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions

Fatahillah

Puspitasari

Hussen

2020

J. Res. Adv. Math. Educ

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The use of technology in learning is essential for developing students' ICT literacy. However, the application of technology as a learning media remains limited. The purpose of this study is to develop a learning media to enhance students' ICT literacy. This research is conducted using a 4-D model, which consists of four stages: defining, designing, developing, and disseminating. This learning media is developed based on ICT literacy indicators. The study participants are 33 of 10th-grade students at one of the public vocational schools in Jember, East Java. Data collection methods consist of validation sheets, tests, questionnaires, interviews, and observations. The expert validation is used to validate the media, while the students' response questionnaire determines the practicality. The validity result shows that the media can be used to measure ICT literacy. Moreover, the practicality of media also shows that it can be easily applied. Furthermore, the effectiveness of learning media is obtained from the N-Gain average of test and ICT literacy questionnaire. The observation data also support the effectiveness of the media during the implementation. The result shows that the media confirmed to be effective as it can improve the students' ICT literacy. To sum up, the Schoology web-based learning media with GeoGebra is useful to improve ICT literacy on quadratic functions

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Effect of Cabri-assisted instruction on secondary school students’ misconceptions about graphs of quadratic functions

Cited by 21 publications

References 31 publications

Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis

Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis

Asymptotes and Asymptotic Behaviour in Graphing Functions and Curves: an Analysis of the Croatian Upper Secondary Education Within the Anthropological Theory of the Didactic

The development of Schoology web-based learning media with GeoGebra to improve the ICT literacy on quadratic functions

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