Student perceptions were mixed or negative on learning graph functions in greater depth and on increased problem-solving confidence with Geometer's Sketchpad¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q1
Currency · newest study 2006 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? 38.46% did not agree and 23.08% strongly did not agree that they learned graph functions in greater depth with Geometer's Sketchpad. → Eu 2006 q1 i? On confidence, 38.46% were not sure and 53.85% combined did not agree they felt more confident solving function problems. → Eu 2006 (2)

Evidence¶

Eu 2006¶

Leong Kwan Eu. (2006). Impact Of Geometer's Sketchpad On Students Achievement In Graph Functions. The Malaysian Online Journal of Educational Technology. http://www.mojet.net

q1 · i? · causal · r1

Descriptive questionnaire results on understanding of graph functions: the greater-depth item drew 61.54% combined disagreement, and on Question 5, 38.46% were unsure the software helped them understand graph functions better. Percentages only.

"From Question 6, 38.46% did not agree that they get to learn the topics on graph functions in greater depth, 23.08% strongly did not agree and another 19.23% were not convinced of the statement."

Eu 2006 (2)¶

Leong Kwan Eu. (2006). Impact Of Geometer's Sketchpad On Students Achievement In Graph Functions. The Malaysian Online Journal of Educational Technology. http://www.mojet.net

q1 · i? · causal · r1

Descriptive questionnaire results on self-confidence in problem solving (Table 6): agreement was a minority (15.38%) while combined disagreement reached 53.85% on the confidence item. Percentages only, no inferential test.

"For Question 10, 15.38% agreed on this while 38.46% were not sure whether they felt more confident at solving problems in the topic of function."

Discussion¶

Related Claims¶

• Students taught graph functions with Geometer's Sketchpad showed significantly more positive attitude at post-test than the control group — related
• Students perceived Geometer's Sketchpad as allowing dynamic investigation of graph function properties, including seeing graph shape change when the equation changes — related
• Students reported that Geometer's Sketchpad encouraged interaction with teachers and friends in the mathematics classroom — related
• Form Six students taught graph functions with Geometer's Sketchpad scored significantly higher on the post-test achievement measure than students taught by chalk and talk — related
• Pre-test achievement in graph functions did not differ significantly between the experimental and control groups — related