Beliefs and classroom practices of teachers who persist in the use of graphing calculators in the teaching of high school algebra Public Deposited

http://ir.library.oregonstate.edu/concern/graduate_thesis_or_dissertations/sf268769g

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  • This study investigated the beliefs and classroom practices of four teachers who had used graphing calculators in their teaching for a minimum of three years prior to the study and at least one prior year in the teaching of second year algebra. The persistence criteria, prior experience utilizing graphing calculators in their teaching, was designed to provide an investigation of established beliefs and practices. A case study approach involving detailed examination of the four teachers was used. The data collected and analyzed included interviews, observational fieldnotes, videotapes of classroom observations, and documents. Upon the completion of data collection detailed descriptions of the beliefs and classroom practices of the individual teachers were created. Additional analysis included exploration of the consistencies and discrepancies within individual teacher's beliefs and practices, exploration of the consistencies among teachers, and comparisons of teachers' professed beliefs and demonstrated practices to the constructivist theory and visions for the use of graphing calculators. A high degree of consistency was found between the teachers' beliefs and classroom practices, both when graphing calculators were in use and when they were not. Particularly notable were the consistency between the espoused belief in the importance of assisting students in making connections and the observed emphasis on connections between concepts being presented and concepts previously explored. It was found that teachers' experiences outside of the classroom, especially interaction with other teachers, played a significant role in the process of bringing beliefs and practices into agreement. These experiences served as factors in development of beliefs and practices and as stimulators for reflection, the central element in the process of developing an integrated structure of beliefs and practices. The use of graphing calculators was found to focus on learning to use the tool to do mathematics and not as a tool to learn mathematics. While the focus on using the graphing calculator as a tool to do mathematics was not consistent with the constructivist approach to teaching and the visions for the use of graphing calculators, it was consistent with the teachers' view of algebra as the foundation for the study of higher mathematics.
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-08-31T21:39:06Z (GMT) No. of bitstreams: 1 VanCleaveMarthaEleanor1999.pdf: 10746647 bytes, checksum: 5f1377abc8d846a42e9abf5d71ac97fd (MD5)
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  • description.provenance : Approved for entry into archive by Patricia Black(patricia.black@oregonstate.edu) on 2012-08-31T21:40:37Z (GMT) No. of bitstreams: 1 VanCleaveMarthaEleanor1999.pdf: 10746647 bytes, checksum: 5f1377abc8d846a42e9abf5d71ac97fd (MD5)

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