Affect and Graphing Calculator Use

Autor/in	McCulloch, Allison W.
Titel	Affect and Graphing Calculator Use
Quelle	In: Journal of Mathematical Behavior, 30 (2011) 2, S.166-179 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0732-3123
DOI	10.1016/j.jmathb.2011.02.002
Schlagwörter	Graphing Calculators; Calculus; Mathematics Instruction; High School Students; Secondary School Mathematics; Affective Behavior; Problem Solving; Educational Technology + Suchen Sie Ihr Suchwort? Grafischer Taschenrechner; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Affective disturbance; Active behaviour; Affektive Störung; Problemlösen; Unterrichtsmedien
Abstract	This article reports on a qualitative study of six high school calculus students designed to build an understanding about the affect associated with graphing calculator use in independent situations. DeBellis and Goldin's (2006) framework for affect as a representational system was used as a lens through which to understand the ways in which graphing calculator use impacted students' affective pathways. It was found that using the graphing calculator helped students maintain productive affective pathways for problem solving as long as they were using graphing calculator capabilities for which they had gone through a process of instrumental genesis (Artigue, 2002) with respect to the mathematical task they were working on. Furthermore, graphing calculator use and the affect that is associated with its use may be influenced by the perceived values of others, including parents and teachers (past, present and future). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10