東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Mixed Method Study of the Impact of ...

Woodard, Faith Eleanore.

Linked to FindBook

Google Book

Amazon

博客來

Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics./
Author:	Woodard, Faith Eleanore.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	121 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.
Contained By:	Dissertation Abstracts International80-07A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980908
ISBN:	9780438978607

Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics.
Woodard, Faith Eleanore.

Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 121 p.

Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.

Thesis (Ed.D.)--Delaware State University, 2018.

Calculator usage in the United States is prevalent in secondary education classrooms. There has been a decline in mathematics achievement in national and international assessments for U.S. students. The U.S. historically introduces the calculator in mathematics classrooms earlier than several other countries, including: Singapore, Ireland, South Korea, Czech Republic, Austria and the Netherlands. This mixed methods study researches the potential impact of early calculator usage and fundamental mathematics skills in two ways: 1) a quantitative proctored mathematics assessment administered to middle and high school students, without access to calculators 2) qualitative semi-structured interviews from teachers to determine perceptions on student fundamental mathematics skills. Both the qualitative and the quantitative strands analyze the observations and insights on calculator usage in the classroom to determine student fundamental mathematics skills (FMS). The hypothesis for the study presumes there is no significant difference between 8th and 12th graders' scores on a fundamental mathematics skills assessment (FMSA), when assessed without the use of a calculator. However, this study shows that there is indeed a statistically significant difference between the two groups; the middle school 8th grade students had higher scores than the 12th graders on the (FMSA), as assessed without a calculator. Moreover, students believe they need calculators and teachers permit calculator usage, often without restriction (including exams), although teachers acknowledge limited FMS of students, without a calculator. Teachers believe that FMS should be attained before 8th grade. Without a firm foundation in the mastery of basic skills, it is difficult for students to move to higher levels of mathematics understanding. As a result, future research efforts will look at the elementary school level to see how far the early calculator usage extends and encompass comparison between elementary and middle.

ISBN: 9780438978607Subjects--Topical Terms:

641129
Mathematics education.

Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics.
LDR:03094nmm a2200313 4500 001 2204743
005 20190709113044.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438978607
035 $a (MiAaPQ)AAI10980908
035 $a (MiAaPQ)desu:10111
035 $a AAI10980908
040 $a MiAaPQ $c MiAaPQ
100 1 $a Woodard, Faith Eleanore. $3 3431612
245 1 0 $a Mixed Method Study of the Impact of Calculator Usage on 8th and 12th Grade Students' Fundamental Mathematical Skills and Teachers' Perceptions on Using a Calculator in Learning Mathematics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 121 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-07(E), Section: A.
500 $a Adviser: Sae Yeol Yoon.
502 $a Thesis (Ed.D.)--Delaware State University, 2018.
520 $a Calculator usage in the United States is prevalent in secondary education classrooms. There has been a decline in mathematics achievement in national and international assessments for U.S. students. The U.S. historically introduces the calculator in mathematics classrooms earlier than several other countries, including: Singapore, Ireland, South Korea, Czech Republic, Austria and the Netherlands. This mixed methods study researches the potential impact of early calculator usage and fundamental mathematics skills in two ways: 1) a quantitative proctored mathematics assessment administered to middle and high school students, without access to calculators 2) qualitative semi-structured interviews from teachers to determine perceptions on student fundamental mathematics skills. Both the qualitative and the quantitative strands analyze the observations and insights on calculator usage in the classroom to determine student fundamental mathematics skills (FMS). The hypothesis for the study presumes there is no significant difference between 8th and 12th graders' scores on a fundamental mathematics skills assessment (FMSA), when assessed without the use of a calculator. However, this study shows that there is indeed a statistically significant difference between the two groups; the middle school 8th grade students had higher scores than the 12th graders on the (FMSA), as assessed without a calculator. Moreover, students believe they need calculators and teachers permit calculator usage, often without restriction (including exams), although teachers acknowledge limited FMS of students, without a calculator. Teachers believe that FMS should be attained before 8th grade. Without a firm foundation in the mastery of basic skills, it is difficult for students to move to higher levels of mathematics understanding. As a result, future research efforts will look at the elementary school level to see how far the early calculator usage extends and encompass comparison between elementary and middle.
590 $a School code: 1824.
650 4 $a Mathematics education. $3 641129
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
690 $a 0280
690 $a 0710
690 $a 0449
710 2 $a Delaware State University. $b Educational Leadership. $3 3348948
773 0 $t Dissertation Abstracts International $g 80-07A(E).
790 $a 1824
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10980908