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High School Teachers' Use of Graphing Calculators: Professed Beliefs and Observed Practice

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Abstract:

This study investigated secondary mathematics teachers’ professed beliefs about graphing calculators, the teachers’ use of graphing calculators when teaching the concept of function, and the extent to which the professed beliefs explain the teachers’ use of graphing calculators. Survey and interview data indicated that the teachers believed that they usually balanced among the various representations of functions. However, classroom observations showed that equations and graphs seemed to dominate more than tables.

Most Common Document Word Stems:

teacher (56), calcul (54), graph (42), use (37), mathemat (28), represent (24), technolog (18), classroom (18), studi (17), task (16), effect (15), student (15), observ (14), teach (12), function (12), belief (11), user (11), approach (11), p (11), princip (10), plan (10),
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Association:
Name: North American Chapter of the International Group for the Psychology of Mathematics Education
URL:
http://www.pmena.org


Citation:
URL: http://citation.allacademic.com/meta/p370062_index.html
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MLA Citation:

Molenje, Levi. "High School Teachers' Use of Graphing Calculators: Professed Beliefs and Observed Practice" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, OMNI Hotel, Atlanta, GA, Sep 23, 2009 <Not Available>. 2014-11-29 <http://citation.allacademic.com/meta/p370062_index.html>

APA Citation:

Molenje, L. , 2009-09-23 "High School Teachers' Use of Graphing Calculators: Professed Beliefs and Observed Practice" Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, OMNI Hotel, Atlanta, GA Online <PDF>. 2014-11-29 from http://citation.allacademic.com/meta/p370062_index.html

Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: This study investigated secondary mathematics teachers’ professed beliefs about graphing calculators, the teachers’ use of graphing calculators when teaching the concept of function, and the extent to which the professed beliefs explain the teachers’ use of graphing calculators. Survey and interview data indicated that the teachers believed that they usually balanced among the various representations of functions. However, classroom observations showed that equations and graphs seemed to dominate more than tables.


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