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| Autor/in | Çekmez, Erdem |
|---|---|
| Titel | Investigating the Effect of Computer-Supported Instruction on Students' Understanding of Different Representations of Two-Variable Inequalities |
| Quelle | In: Interactive Learning Environments, 31 (2023) 6, S.3305-3325 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Çekmez, Erdem) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1049-4820 |
| DOI | 10.1080/10494820.2021.1926288 |
| Schlagwörter | Computer Assisted Instruction; Mathematics Instruction; Mathematical Concepts; Instructional Effectiveness; Preservice Teachers; Mathematics Teachers; Elementary School Teachers; Misconceptions; Foreign Countries; Algebra; Graphs; Turkey |
| Abstract | The topic of inequalities is one of the fundamental subject areas for the development of mathematical knowledge. Although there is a considerable body of research focused on one-variable inequalities, studies that investigate students' performance on two-variable inequalities are scarce. With this in mind, the aim of this study is twofold: first, it provides an account of the difficulties that students face in interpreting and constructing different representations of two-variable inequalities; and second, it investigates the effectiveness of a computer-supported teaching sequence aimed at developing students' understanding of different representations of two-variable inequalities. The participants in the study were 33 elementary mathematics teacher candidates. The data were gathered via a test implemented as a pre- and post-test. The main finding of the study was that students had difficulty in establishing the link between the coordinates of the points in a solution set and the algebraic representation of a two-variable inequality. Moreover, it was found that the students were not able to correctly use and interpret the logical connectives in compound inequalities. The comparison of the pre- and post-test scores indicated that the designed instructional sequence was beneficial for supporting students in understanding the different representations of two-variable inequalities. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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