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ERIC Number: ED526882
Record Type: Non-Journal
Publication Date: 2009
Pages: 297
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1241-0725-7
The Utilization of Graphing Calculators in Algebra I Instruction for Low-SES Students
Flores, Edna Horton
ProQuest LLC, Ph.D. Dissertation, Illinois State University
The National Council of Teachers of Mathematics (NCTM) asserts that a goal of mathematics education, in Prekindergarten through grade 12, is to develop mathematical power for "all" students, and that educational equity is the nucleus of this goal. Nevertheless, researchers have found that equity for all students in mathematics education has not been fully realized. African American students, especially those of low socioeconomic status (SES), are consistently shortchanged in the mathematics education they receive. According to NCTM, calculators can enhance the achievement of equity in mathematics education. The usage of graphing calculators in the teaching and learning of mathematics is advocated by NCTM and the National Research Council. A plethora of research shows that the use of graphing calculators has positive effects on students learning mathematics. Numerous studies have focused on the use of graphing calculators in secondary school mathematics. In particular, research has been conducted on the use of graphing calculators in Algebra I and Algebra II. A vast majority of students in these studies were White. The purpose of this descriptive study was to examine the use of graphing calculators in the teaching and learning of Algebra I for low-SES African American students. Specifically, this study investigated the similarities/difference in instruction, where graphing calculators were used and where they were not used, of a ninth-grade Algebra I unit on linear functions. This study used data from observations, interviews, and documents to examine teachers intended and implemented curriculum. Findings showed that teachers who used graphing calculators in instruction made connections between the different representations of functions. Teachers who did not use graphing calculators did not make connections between various ways to represent linear functions. Characteristics of standards-based instruction were observed in both groups. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A