The Experts below are selected from a list of 228 Experts worldwide ranked by ideXlab platform
José E. Cortés-figueroa - One of the best experts on this subject based on the ideXlab platform.
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Using a Graphing Calculator To Determine a First-Order Rate Constant (author replies)
Journal of Chemical Education, 2004Co-Authors: José E. Cortés-figueroaAbstract:When technology is used to help with mathematical calculations, the emphasis must be on the concepts being learned rather than simply the procedures.
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Using a Graphing Calculator to Determine a First-Order Rate Constant When the Infinity Reading Is Unknown
Journal of Chemical Education, 2002Co-Authors: Deborah A. Moore, José E. Cortés-figueroaAbstract:The infinity value is an important aspect of first-order reactions that is often neglected. In fact, incorrect or missing infinity values can produce curvature of the logarithmic plot which can lead to incorrect assumptions that a reaction is not first-order. This paper uses data from the classic acid–catalyzed sucrose inversion experiment to demonstrate how to use a Graphing Calculator as an alternate means to determine the infinity value of the physical property being used to follow the progress of a chemical reaction and how to determine the rate constant which governs a first-order reaction when the infinity value is unknown.
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USING CBL TECHNOLOGY AND A Graphing Calculator TO TEACH THE KINETICS OF CONSECUTIVE FIRST-ORDER REACTIONS
Journal of Chemical Education, 1999Co-Authors: José E. Cortés-figueroa, Deborah A. MooreAbstract:This work proposes a demonstration to introduce first-order reactions using the CBL system. It then presents the analysis of two consecutive first-order reactions. The values of the rate constants that govern each reaction's rate are determined using the Graphing and statistical capabilities of a TI-83 Calculator.
David Slavit - One of the best experts on this subject based on the ideXlab platform.
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three women s understandings of algebra in a precalculus course integrated with the Graphing Calculator
The Journal of Mathematical Behavior, 1998Co-Authors: David SlavitAbstract: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.
A S M Yunus - One of the best experts on this subject based on the ideXlab platform.
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Learning Mathematics through Utilization of Technology: Use of Autograph Technology Vs Handheld Graphing Calculator
Edu'08: Proceedings of the 7th Wseas International Conference on Education and Educational Technology, 2008Co-Authors: R A Tarmizi, K Abu Bakar, Ahmad Fauzi Mohd Ayub, A S M YunusAbstract:Learning mathematics is a major focus of educational institution at all levels. There is plenty of evidence that teaching secondary or college level mathematics with dynamic software can be effective, more efficient and above all it creates more enjoyable teaching and learning environment. Conceptually and pedagogically, technology-assisted learning has provided positive impact on mathematical learning. Technology-assisted approach helps move mathematic teaching and learning Out of its "stand and deliver" mode to active group learning developing individuals' potential as effective problem solvers and critical thinkers. The new technologies such as computers or Calculators might affect the education system hence if used strategically the technologies provide learners the power of controlling what they are learning. This study aimed to investigate the instructional efficiency index of an interactive software Autograph and a hand-held Graphing Calculator in comparison to the conventional way for teaching algebra. The Autograph has 2D and 3D Graphing capabilities for topics such as transformations, conic sections, vectors, slopes and derivatives. On the other hand, Graphing Calculator is a handy device that can be use for teaching mathematics which is able to create geometric figures, graph functions, inequalities or transformations of functions. This study examined the effects of three teaching and learning modes on performance and mental effort (based on Paas Mental Effort Rating Scale, 2004). Experimental design was used for this study with Students selected at random to be assign to three groups. Two experimental groups and a conventional group were formed. Group One underwent learning using Autograph and Group Two underwent learning using the Graphing Calculator technology while the control group underwent learning using conventional instructional strategy. Four phases were conducted: 1) Introduction to Software, 2) Introduction to quadratic Functions, 3) Integrated teaching and learning using software, 4) testing using Achievement Test and the Paas Mental Effort Rating Scale. The data were analyzed using ANOVA and post-hoc analyses. Graphing Calculator condition is significantly efficient, F (2, 98) = 11.1, p=.000 compared to the conventional and Autograph condition. Conventional strategy Incurs low mental effort and high performance. Graphing Calculator condition thus far imposed relative low mental effort with high performance. Autograph condition imposes high mental effort with low performance. Each of these technology utilizations with their associated instructional efficiency may be useful for instructional researchers and educators in improving mathematical performance as well as in the utilization of technology in teaching and learning.
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instructional efficiency of utilization of autograph technology vs handheld Graphing Calculator for learning algebra
2008Co-Authors: R A Tarmizi, Ahmad Fauzi Mohd Ayub, Kamariah Abu Bakar, A S M YunusAbstract:Learning mathematics is a major focus of educational institution at all levels. There is plenty of evidence that teaching secondary or college level mathematics with dynamic software can be effective, more efficient and above all it creates more enjoyable teaching and learning environment. Conceptually and pedagogically, technology assisted learning has provided positive impact on mathematical learning. Technology assisted approach helps move mathematic teaching and learning out of its “stand and deliver” mode to active group learning developing individuals’ potential as effective problem solvers and critical thinkers. The new technologies such as computers or Calculators might affect the education system hence if used strategically the technologies provide learners the power of controlling what they are learning. This study aimed to investigate the instructional efficiency index of an interactive software Autograph and a hand held Graphing Calculator in comparison to the conventional way for teaching algebra. The Autograph has 2D and 3D Graphing capabilities for topics such as functions, transformations, conic sections, vectors, slopes and derivatives. On the other hand, Graphing Calculator is a handy device that can be use for teaching mathematics which is able to create geometric figures, graph functions, inequalities or transformations of functions. The Paas Mental Effort Rating Scale developed by Paas and Merrienboer, 2004 were used to measure instructional efficiency of the three teaching modes utilized in the study. Hence a true experimental research design was used for this study with students selected at random to be assign to three groups. Four phases were conducted: 1)Introduction to Software, 2)Introduction to quadratic Functions, 3)Integrated teaching and learning using software, 4) Testing using Achievement Test and the Paas Mental Effort Rating Scale. The data were analyzed using ANOVA and post hoc analyses. Teaching and learning utilizing the Graphing Calculator was found to be instructionally efficient significantly, F (2, 98) = 11.1, p < .000 compared to the conventional and Autograph mode. Conventional strategy incurs low mental effort and high performance compared to used of Autograph. Graphing Calculator condition thus far imposed relative low mental effort with high performance. Autograph condition imposes high mental effort with low performance. Each of these technology utilizations with their associated instructional efficiency may be useful for instructional researchers and educators in improving mathematical performance as well as in the utilization of technology in teaching and learning.
Deborah A. Moore - One of the best experts on this subject based on the ideXlab platform.
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Using a Graphing Calculator to Determine a First-Order Rate Constant When the Infinity Reading Is Unknown
Journal of Chemical Education, 2002Co-Authors: Deborah A. Moore, José E. Cortés-figueroaAbstract:The infinity value is an important aspect of first-order reactions that is often neglected. In fact, incorrect or missing infinity values can produce curvature of the logarithmic plot which can lead to incorrect assumptions that a reaction is not first-order. This paper uses data from the classic acid–catalyzed sucrose inversion experiment to demonstrate how to use a Graphing Calculator as an alternate means to determine the infinity value of the physical property being used to follow the progress of a chemical reaction and how to determine the rate constant which governs a first-order reaction when the infinity value is unknown.
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USING CBL TECHNOLOGY AND A Graphing Calculator TO TEACH THE KINETICS OF CONSECUTIVE FIRST-ORDER REACTIONS
Journal of Chemical Education, 1999Co-Authors: José E. Cortés-figueroa, Deborah A. MooreAbstract:This work proposes a demonstration to introduce first-order reactions using the CBL system. It then presents the analysis of two consecutive first-order reactions. The values of the rate constants that govern each reaction's rate are determined using the Graphing and statistical capabilities of a TI-83 Calculator.
Thomas Hillman - One of the best experts on this subject based on the ideXlab platform.
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finding space for student innovative practices with technology in the classroom
Learning Media and Technology, 2014Co-Authors: Thomas HillmanAbstract:This article examines the role students play in shaping the nature of the technologies they use in their classrooms and the role teachers play in supporting students' innovative practices. Drawing on research on the sociology of technological development from the field of Science and Technology Studies, the process by which one student's particularly innovative practice changes technology use in a classroom is unpacked. Through an analysis of the translation and re-inscription of a Graphing Calculator and an interactive whiteboard, this article highlights the role teachers have in providing both space for students to contribute their innovative technological practices, and support for the establishment and sharing of these practices as recurring patterns of use.
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Tracing the Construction of Mathematical Activity with an Advanced Graphing Calculator to Understand the Roles of Technology Developers, Teachers and Students.
The International Journal for Technology in Mathematics Education, 2014Co-Authors: Thomas HillmanAbstract:This article examines mathematical activity with digital technology by tracing it from its development through its use in classrooms. Drawing on material-semiotic approaches from the field of Science and Technology Studies, it examines the visions of mathematical activity that developers had for an advanced Graphing Calculator. It then follows the technology into classrooms and examines the ways teachers include it within their instructional practices and the ways students work with it to perform mathematical tasks.
