Three women's understandings of algebra in a precalculus course integrated with the graphing calculator |
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| Institution: | 1. Department of Chemistry, Carleton University, 1125 Colonel By Drive, Ottawa, ON K1S 5B6, Canada;2. Institute of Biochemistry, Carleton University, 1125 Colonel By Drive, Ottawa, ON K1S 5B6, Canada;1. Organ and Tissues Transplant Group, School of Medicine at the National University of Colombia, Bogotá, Columbia;2. Organ and Tissues Transplant Group Chief, Kidney Transplant Surgeron at San Ignacio Hospital, Bogotá, Colombia;3. Radiologist, Fundación Cardio Infantil, Bogotá, Colombia;1. College of Mathematics and Information Science, Guangxi University, Nanning, 530003, PR China;2. School of Mathematical Sciences, Beijing Normal University, Beijing 100875, PR China;3. Center for Mathematical Sciences, Wuhan University of Technology, Wuhan, 430070, PR China;4. South China Research Center for Applied Mathematics and Interdisciplinary Studies, South China Normal University, Guangzhou 510631, PR China |
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| Abstract: | This study investigated the role of function in a precalculus classroom which incorporated the graphing calculator in the instructional process. Perspectives were taken from students, teachers, and textbooks. Emphasis was placed on choice of functional symbol system when thinking and problem solving, connections across symbol systems, the role of the instructor and the textbook in learning, affective components, and the effect of the graphing calculator.The study starts with a defination of the concept of structure as it relates to function. The account of a semester-long qualitative study on students' concept images of function and its role in problem solving follows. It was found that the students involved in the study entered the graph-intensive course with predominantly symbolic notions of algebra, in part due to prior instruction. The students also possessed highly procedural views of algebraic content. These preconceptions and expectations resulted in the students' inability to effectively coordinate graphic and symbolic notions of algebra, both in procedural and conceptual realms. Implications and curricular suggestions are provided. |
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