Sequencing Computer-Assisted Learning of Transformations of Trigonometric Functions

Autor/inn/en	Ross, John A.; Bruce, Catherine D.; Sibbald, Timothy M.
Titel	Sequencing Computer-Assisted Learning of Transformations of Trigonometric Functions
Quelle	In: Teaching Mathematics and Its Applications: An International Journal of the IMA, 30 (2011) 3, S.120-137 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrr009
Schlagwörter	Educational Technology; Grade 11; Trigonometry; Mathematics Instruction; Computer Assisted Instruction; Computer Software; Foreign Countries; Grade 12; Secondary School Mathematics; Pretests Posttests; Teaching Methods; Instructional Effectiveness; Comparative Analysis; Canada + Suchen Sie Ihr Suchwort? Unterrichtsmedien; School year 11; 11. Schuljahr; Schuljahr 11; Trigonometrie; Mathematics lessons; Mathematikunterricht; Computer based training; Computerunterstützter Unterricht; Ausland; School year 12; 12. Schuljahr; Schuljahr 12; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Kanada
Abstract	Studies incorporating technology into the teaching of trigonometry, although sparse, have demonstrated positive effects on student achievement. The optimal sequence for integrating technology with teacher-led mathematics instruction has not been determined. Our research investigated whether technology has a greater impact on student achievement and attitudes if it is implemented before or after whole class teaching. The curriculum context of the study was a set of learning objects (CLIPS: Trig) designed to support student learning of transformations of trigonometric functions. The software includes functional features identified in prior research: it relieves students of the tedium of creating graphs by hand; sliders give students control of the simulations within program parameters; there are easy transitions between algebraic and graphic representations; the environment is dynamic; animation and visualization are included with graphing functions. Twenty Canadian classrooms (N = 489 grade 11-12 students, aged 17-18 years) were randomly assigned to two instructional sequences: CLIPS: Trig followed by whole-class teaching (CLIPS early treatment) and whole-class teaching followed by CLIPS: Trig (CLIPS late treatment). We found that in the pre-test to post-test comparisons, students who experienced CLIPS: Trig after whole-class teaching of core concepts learned more than students who began the unit with technology-supported simulations. However, there were no statistically significant differences in the pre-test to delayed post-comparisons. Beginning the trigonometry unit with CLIPS: Trig enhanced the impact of whole-class teaching, while beginning with whole-class teaching enriched students' technology experience. The findings suggest that a tight integration of whole-class and technology-assisted instruction is preferable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10