Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad
Download
index.pdf
Date
2011
Author
Kaplan, Merve
Metadata
Show full item record
Item Usage Stats
212
views
134
downloads
Cite This
Mathematics education could and should benefit from technology in order to improve teaching and learning, particularly in topics where visualizations and connections to other concepts are needed. Handheld technologies such as graphing calculators can provide students with visualization, confirmation and exploration of problems and concepts they are learning. Handheld graphing technologies have been taken place widely in elementary and secondary level mathematics courses and considered to be beneficial in various means in mathematics education. Mathematics teachers have a crucial role in the use of GCs in mathematics classrooms. Therefore, pre-service teachers’ use of GCs and their views on the use of the tool in mathematics learning are considered to be valuable. The purpose of this study was to investigate the difficulties pre-service elementary mathematics teachers face, and the benefits and constraints they emphasize while learning elementary school algebra through using the Casio Classpad after receiving an instruction with graphing calculators. The graphing calculator used in the present study is the Casio Classpad 330, which is an evolved handheld device combining features of graphing calculators, dynamic geometry environment, computer algebra systems and more. The following two research problems guided the study: What are the difficulties do pre-service elementary mathematics teachers face while using Classpad in learning elementary school algebra after receiving an instruction with graphing calculators? What benefits and constraints do pre-service elementary mathematics teachers emphasize while learning elementary school algebra through using Classpad after receiving an instruction with graphing calculators? With the aim of investigating the views of a group of pre-service elementary mathematics teachers, qualitative research strategies were used. The data was collected and analyzed by means of a case study design. Classroom observations, a questionnaire, and focus group interviews were the main data sources of the existing study. The study was carried out with 21 pre-service elementary mathematics teachers. In the classroom studies elementary level algebra was taught to the participants with the use of Classpad as a main tool by giving one tool to each of the participants. Classroom observations ended in five weeks – 20 courses – including one week of a training period. After the classroom observations, participants filled out a questionnaire including five open-ended questions about the classroom studies. Finally, data collection procedure was ended with three focus group interviews. The data was analyzed with qualitative means by transcribing and analyzing the observation records, answers of the questionnaire, and records of the three interviews. Results revealed that pre-service teachers’ view Classpad in three categories; as a personal tool, as an educational tool, and the relationship between CP and motivation. They viewed CP as a personal tool that they were eager to use the tool in every level of mathematics from elementary to mastering degrees. As an educational tool, they preferred to use the tool as a teacher by giving some cautions that teachers and students should be careful with. Lastly, they considered that the tool has a positive effect on motivation when used appropriately. Pre-service elementary mathematics teachers faced some difficulties in the beginning courses of the classroom studies which was their learning period of how to use CP and they overcome most of the difficulties at the end of the classroom studies. As the new elementary school level mathematics curriculum encourages the use of various technologies in teaching and learning of mathematics, the results of this study will have useful implications for mathematics teachers and curriculum developers.
Subject Keywords
Mathematics
,
Mathematics
URI
http://etd.lib.metu.edu.tr/upload/12613176/index.pdf
https://hdl.handle.net/11511/20542
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
Middle school mathematics teachers' use of textbooks and integration of textbook tasks into practice: a mixed methods study
Özgeldi, Meriç; Çakıroğlu, Erdinç; Erbaş, Ayhan Kürşat; Department of Elementary Science and Mathematics Education (2012)
The current study aimed to explore middle school mathematics teachers’ use of mathematics textbooks and examine their integration of tasks in the textbooks into teaching. The framework of a mixed methods research design guided data collection in this study. A questionnaire called the Use of Mathematics Textbooks Questionnaire was developed and validated to identify the ways teachers benefit from textbooks. The factor analysis revealed four dimensions, namely Reading Student Edition Textbook, Selecting Quest...
7th-grade students’ typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction
Tortop, Tuğba; Haser, Çiğdem; Department of Elementary Science and Mathematics Education (2011)
The purpose of this study was to investigate 7th-grade students’ typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction. The study was conducted in an elementary school in the 2nd semester of 2009-2010 academic year in Afyonkarahisar. A mathematics teacher and 71 7th-grade students participated in the study. The data were collected through achievement tests administered to the students before and after the instruction and interviews conducted with t...
Secondary mathematics teachers' conceptions of mathematical literacy
Genc, Murat; Erbaş, Ayhan Kürşat (2019-01-01)
The purpose of this study was to investigate secondary mathematics teachers' conceptions of mathematical literacy, which are important to consider when is essential to address in designing and implementing effective approaches. Data sources included semi-structured interviews with 16 in-service mathematics teachers from different types of secondary schools. Data analysis utilized open coding in order to identify and label patterns and themes. Results indicated that teachers' conceptions of mathematical lite...
Middle school students’ attitudes towards the use of technology in mathematics lessons: does gender make a difference?
Aytekin, Emine; Işıksal Bostan, Mine (Informa UK Limited, 2019-01-01)
The first aim of the study was to develop a valid and reliable scale to measure attitudes of middle-school students towards the use of technology in mathematics lessons and then, to examine elementary students’ attitudes towards the use of technology in mathematics lesson. The study further aimed to investigate gender differences in attitudes towards the use of technology in mathematics lessons. Data were collected from 571 middle-school students aged 10–14. Participating students were from five priv...
Technological pedagogical content knowledge (tpack) development of preservice middle school mathematics teachers in statistics teaching: a microteaching lesson study
Kurt, Gamze; Çakıroğlu, Erdinç; Department of Elementary Education (2016)
The current study examined the development of technological pedagogical content knowledge (TPACK) of preservice mathematics teachers in statistics teaching with virtual manipulatives in the context of a microteaching lesson study (MLS). Since “technology integration is described by how and why it is used rather its amount or type”, integrating technology into education necessitates investigation of instructional uses of digital tools and resources (Earle, 2002, p. 8). TPACK framework suggested by Koehler an...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
M. Kaplan, “Pre-service elementary mathematics teachers’ views about using graphing calculators in elementary school algebra: the case of using Classpad,” M.S. - Master of Science, Middle East Technical University, 2011.