Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility

Autor/inn/en	Erbas, Ayhan Kursat; Ince, Muge; Kaya, Sukru
Titel	Learning Mathematics with Interactive Whiteboards and Computer-Based Graphing Utility
Quelle	In: Educational Technology & Society, 18 (2015) 2, S.299-312 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Mathematics Instruction; Educational Technology; Interactive Video; Technology Uses in Education; Graphs; High School Graduates; College Preparation; Interaction; Time; Comparative Analysis; Control Groups; Experimental Groups; Pretests Posttests; Maintenance; Student Attitudes; Mathematics Skills; Foreign Countries; Computer Graphics; Computer Attitudes; Likert Scales; Quasiexperimental Design; Conventional Instruction; Mathematical Concepts; Turkey + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Interaktives Video; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Grafische Darstellung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Interaktion; Zeit; Schülerverhalten; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Ausland; Computergrafik; Likert-Skala; Türkei
Abstract	The purpose of this study was to explore the effect of a technology-supported learning environment utilizing an interactive whiteboard (IWB) and NuCalc graphing software compared to a traditional direct instruction-based environment on student achievement in graphs of quadratic functions and attitudes towards mathematics and technology. Sixty-five high school graduates attending cram schools (called "dershane" in Turkish) to study for the university entrance examination participated in the study. The significant interaction effect between time of testing and groups indicated that student performance across time of testing was dependent upon the presence or absence of the treatment. Comparisons suggest that although both experimental and control group students' performances increased from pre-test to post-test and then decreased from post-test to retention test, the rate of decrease was about the same and the rate of increase was different, with students showing a greater rate of increase in the experimental group. The results also revealed that the treatment had positively affected students' attitudes towards technology and mathematics. Moreover, students' reasoning and interpretation skills regarding graphs of quadratic functions were better in the experimental group as compared to those in the control group. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01