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Hidiroglu, Çaglar Naci; Güzel, Esra Bukova – International Journal for Technology in Mathematics Education, 2017

The aim of the study is to conceptualize the technology-aided mathematical modelling process in the frame of cognitive modelling perspective. The grounded theory approach was adopted in the study. The research was conducted with seven groups consisting of nineteen prospective mathematics teachers. The data were collected from the video records of…

Descriptors: Mathematical Concepts, Mathematics Education, Mathematical Models, Mathematics

Lin, ByCheng-Yao; Ko, Yi-Yin; Kuo, Yu-Chun – International Journal for Technology in Mathematics Education, 2014

In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice…

Descriptors: Preservice Teachers, Misconceptions, Mathematical Concepts, Algebra

Bargagliotti, Anna; Botelho, Fernanda; Gleason, Jim; Haddock, John; Windsor, Alistair – International Journal for Technology in Mathematics Education, 2012

Most students in U.S. universities are required to take a collection of core courses regardless of their degree or major. These courses are known as "general education" courses. The general education requirements typically include at least one mathematics course. Unfortunately each year hundreds of thousands of students in the US do not…

Descriptors: Mathematics Achievement, School Holding Power, Algebra, Blended Learning

Davis, Jon D. – International Journal for Technology in Mathematics Education, 2011

This study examined the instances of a representational toolkit (RT) in one reform-oriented algebra textbook developed in the United States. The majority of RT uses were active (66%) as opposed to passive and connected (63%) in that the technology results were used in some other manner by either the textbook authors or students as they solved…

Descriptors: Textbooks, Algebra, Curriculum Design, Secondary School Mathematics

Tonisson, Eno; Lepp, Marina – International Journal for Technology in Mathematics Education, 2015

The answers offered by computer algebra systems (CAS) can sometimes differ from those expected by the students or teachers. The comparison of the students' answers and CAS answers could provide ground for discussion about equivalence and correctness. Investigating the students' comparison of the answers gives the possibility to study different…

Descriptors: Equations (Mathematics), Trigonometry, Mathematics Instruction, Algebra

Turk, Halime Samur; Akyuz, Didem – International Journal for Technology in Mathematics Education, 2016

This study investigates the effects of dynamic geometry based computer instruction on eighth grade students' achievement in geometry and their attitudes toward geometry and technology compared to traditional instruction. Central to the study was a controlled experiment, which contained experimental and control groups both instructed by the same…

Descriptors: Foreign Countries, Geometry, Mathematics Instruction, Secondary School Mathematics

Liu, Wallace C.; Stengel, Donald N. – International Journal for Technology in Mathematics Education, 2011

Clickers offer instructors of mathematics-related courses an opportunity to involve students actively in class sessions while diminishing the embarrassment of being wrong. This paper reports on the use of clickers in two university-level courses in quantitative analysis and business statistics. Results for student retention and examination…

Descriptors: Statistics, School Holding Power, Retention (Psychology), Universities

Mann, Giora; Dana-Picard, Thierry; Zehavi, Nurit – International Journal for Technology in Mathematics Education, 2007

This article begins with a comparison of two groups of teachers, working on the same tasks in Analytic Geometry. One group has only basic experience in CAS-assisted problem solving, and the other group has extensive experience. The comparison is discussed in terms of the interplay between reflection, operative knowledge and execution. The findings…

Descriptors: Mathematics Education, Geometry, Mathematics Teachers, Problem Solving

Schmidt, Karsten; Kohler, Anke; Moldenhauer, Wolfgang – International Journal for Technology in Mathematics Education, 2009

This paper reports on the effects the use of a pocket calculator-based computer algebra system (CAS) has on the performance in mathematics of grade 11 students in Germany. A project started at 8 of about one hundred upper secondary schools in the federal state of Thuringia in 1999; 3 years later the former restrictions on the use of technology in…

Descriptors: Secondary Schools, Advanced Courses, Mathematics Instruction, Calculators

Abu-Naja, Muhammad – International Journal for Technology in Mathematics Education, 2008

Our research project examined the effects of graphic calculators amongst ninth grade pupils from Arab society in the Negev area in Israel. The goal of this research was to discover and characterise the ways of thinking in this population about the concept of positivity and negativity of functions. To perform this investigation we compared two…

Descriptors: Foreign Countries, Technology Uses in Education, Graphing Calculators, Grade 9

Lavicza, Zsolt – International Journal for Technology in Mathematics Education, 2007

Computer Algebra Systems (CAS) are increasing components of university-level mathematics education. However, little is known about the extent of CAS use and the factors influencing its integration into university curricula. Pre-university level studies suggest that beyond the availability of technology, teachers' conceptions and cultural elements…

Descriptors: Mathematics Education, Technology Integration, Foreign Countries, Educational Technology

May, Patricia – International Journal for Technology in Mathematics Education, 2004

Most research in the area of Computer Algebra Systems (CAS) has been designed to compare the effectiveness of instructional technology to traditional lecture-based formats. While results are promising, research also indicates evidence of the steep learning curve imposed by the technology. Yet no studies have been conducted to investigate this…

Descriptors: Prediction, Educational Technology, Algebra, Cognitive Processes

Laumakis, Paul; Herman, Marlena – International Journal for Technology in Mathematics Education, 2008

This paper details the motivation, background, and analysis for studying the effect that an Increasing Achievement on Algebra Assessment (IAAA) workshop for a group of Florida high school teachers had on student performance in state-wide testing. The main focus of the workshop was to provide participating teachers with both instruction and…

Descriptors: Educational Testing, Graphing Calculators, Workshops, Secondary School Teachers

Garcia, Alfonsa; Garcia, Francisco; Rodriguez, Gerardo; de la Villa, Agustin – International Journal for Technology in Mathematics Education, 2011

In recent years, a considerable number of teachers in Spain have been using DERIVE to teach math subjects in High Schools and Universities. This software has been used by the authors of this work as a support tool in Mathematics courses for Engineering. Since Texas Instruments does not support DERIVE, we were faced with finding an alternative…

Descriptors: Foreign Countries, Engineering Education, Teaching Methods, Computer Software

Simic, Danijela – International Journal for Technology in Mathematics Education, 2015

Stepwise program refinement techniques can be used to simplify program verification. Programs are better understood since their main properties are clearly stated, and verification of rather complex algorithms is reduced to proving simple statements connecting successive program specifications. Additionally, it is easy to analyse similar…

Descriptors: Mathematics, Computer Science, Computer Science Education, Comparative Analysis

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