Effect of using Desmos on high school students’ understanding and learning of functions

Batoul Chechan; Ernest Ampadu; Arnold Pears

doi:10.29333/ejmste/13540

Full Text (PDF)

Batoul Chechan ¹ ^* , Ernest Ampadu ¹ , Arnold Pears ¹

More Detail

¹ Department of Learning, KTH Royal Institute of Technology, Stockholm, SWEDEN^* Corresponding Author

Abstract

This study examines the effect of using Desmos on students’ performance in learning functions. An embedded mixed methods design was applied and involved 98 students from an upper secondary school in Sweden. Students’ assessments (pre- and post-test) and opinion polls were the two main data collection instruments. The results show that both groups (experimental and control) experienced a significant improvement in their post-test scores. However, the experimental group had a statistically significant improvement in comparison with that of the control group across the five constructs used in this study. The qualitative data revealed that the majority of the students ascribed a positive effect of the use of Desmos on their general understanding of function concepts, their ability to analyze functions and check their answers through visualization, which are difficult when working using paper and pencil.

Keywords

Desmos
digital tool
functions
learning experience
understanding

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 10, October 2023, Article No: em2331

https://doi.org/10.29333/ejmste/13540

Publication date: 01 Oct 2023

Online publication date: 07 Aug 2023

Article Views: 4841

Article Downloads: 7780

Open Access References How to cite this article

References

Abadi, A., & Fardah, D. K. (2018). Students’ activities for understanding function shifting by using GeoGebra. Journal of Physics: Conference Series, 1108, 012014. https://doi.org/10.1088/1742-6596/1108/1/012014
Ackerman, F., Blevins, J. P., & Malouf, R. (2009). Parts and wholes: Patterns of relatedness in complex morphological systems and why they matter. Analogy in Grammar: Form and Acquisition, 54, 82.
Akcay, A. O. (2017). Instructional technologies and pre-service mathematics teachers’ selection of technology. Journal of Education and Practice, 8(7), 163-173.
Astafieva, M., Bodnenko, D., Lytvyn, O., & Proshkin, V. (2020). The use of digital visualization tools to form mathematical competence of students. ICTERI, 2020, 416-422.
Bakar, K. A., Ayub, A. F. M., Tarmizi, R. A., & Luan, W. S. (2015). Effect of teaching mathematics using GeoGebra on students’ with dissimilar spatial visualization. In Proceedings of the 22^nd National Symposium on Mathematical Sciences: Strengthening Research and Collaboration of Mathematical Sciences in Malaysia. https://doi.org/10.1063/1.4932469
Beckmann, C. E., Thompson, D. R., & Senk, S. L. (1999). Assessing students’ understanding of functions in a graphing calculator environment. School Science and Mathematics, 99(8), 451-456. https://doi.org/10.1111/j.1949-8594.1999.tb17508.x
Birgin, O., & Acar, H. (2022). The effect of computer-supported collaborative learning using GeoGebra software on 11^th grade students’ mathematics achievement in exponential and logarithmic functions. International Journal of Mathematical Education in Science and Technology, 53(4), 872-889. https://doi.org/10.1080/0020739X.2020.1788186
Bos, B. (2009). Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521-528. https://doi.org/10.1016/j.chb.2008.11.002
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. (pp. 57-71). American Psychological Association. https://doi.org/10.1037/13620-004
Burnett-Bradshaw, C. S. (2012). Eleventh graders’ understanding of mathematical functions. http://gateway.proquest.com.e.bibl.liu.se/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:3495289
Carlson, M., & Oehrtman, M. (2005). Key aspects of knowing and learning the concept of function. Mathematical Association of America Research Sampler. https://www.maa.org/programs/faculty-and-departments/curriculum-department-guidelines-recommendations/teaching-and-learning/9-key-aspects-of-knowing-and-learning-the-concept-of-function
Celen, Y. (2020). Student opinions on the use of GeoGebra software in mathematics teaching. Turkish Online Journal of Educational Technology, 19(4), 84-88.
Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis. Educational Research Review, 9, 88-113. https://doi.org/10.1016/j.edurev.2013.01.001
Chorney, S. (2021). Classroom practice and craft knowledge in teaching mathematics using Desmos: Challenges and strategies. International Journal of Mathematical Education in Science and Technology, 53(12), 3203-3227. https://doi.org/10.1080/0020739X.2021.1931974
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
Damick, J. M. (2015). Implementing technology in an Algebra classroom [Master’s thesis, State University of New York].
Davidenko, S. (1997). Building the concept of function from students’ everyday activities. The Mathematics Teacher, 90(2), 144-149. https://doi.org/10.5951/MT.90.2.0144
Dubinsky, E. (2001). Using a theory of learning in college mathematics courses. MSOR Connections, 1(2), 10-15.
Duffy, T. M., & Jonassen, D. H. (2013). Constructivism and the technology of instruction: A conversation. Routledge. https://doi.org/10.4324/9780203461976
Fabian, K., Topping, K. J., & Barron, I. G. (2016). Mobile technology and mathematics: Effects on students’ attitudes, engagement, and achievement. Journal of Computers in Education, 3(1), 77-104. https://doi.org/10.1007/s40692-015-0048-8
Godwin, S., & Sutherland, R. (2004). Whole‐class technology for learning mathematics: The case of functions and graphs. Education, Communication & Information, 4(1), 131-152. https://doi.org/10.1080/1463631042000210953
Graham, A. T., & Thomas, M. O. J. (2000). Building a versatile understanding of algebraic variables with a graphic calculator. Educational Studies in Mathematics, 41(3), 265-282. https://doi.org/10.1023/A:1004094013054
Henrekson, M., & Jävervall, S. (2016). Educational performance in Swedish schools is plummeting—What are the facts? IVA.
Henrekson, M., & Wennström, J. (2022). Dumbing down: The crisis of quality and equity in a once-great school system—and how to reverse the trend. Springer. https://doi.org/10.1007/978-3-030-93429-3
Hoyles, C. (2018). Transforming the mathematical practices of learners and teachers through digital technology. Research in Mathematics Education, 20(3), 209-228. https://doi.org/10.1080/14794802.2018.1484799
Huitt, W. (2011). Bloom et al.’s taxonomy of the cognitive domain. Educational Psychology Interactive, 22, 1-4.
Jankvist, U. T., Misfeldt, M., & Aguilar, M. S. (2019). What happens when CAS procedures are objectified?—The case of “solve” and “desolve.” Educational Studies in Mathematics, 101(1), 67-81. https://doi.org/10.1007/s10649-019-09888-5
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE guide No. 131. Medical Teacher, 42(8), 846-854. https://doi.org/10.1080/0142159X.2020.1755030
King, A. (2017). Using Desmos to draw in mathematics. Australian Mathematics Teacher, 73(2), 33-37.
McCulloch, A. W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers’ integration of technology in mathematics lessons. Computers & Education, 123, 26-40. https://doi.org/10.1016/j.compedu.2018.04.008
Murphy, D. (2016). A literature review: The effect of implementing technology in a high school mathematics classroom. International Journal of Research in Education and Science, 2(2), 295.
Nicaise, M., & Barnes, D. (1996). The union of technology, constructivism, and teacher education. Journal of Teacher Education, 47(3), 205-212. https://doi.org/10.1177/0022487196047003007
Ocak, M. A. (2008). The effect of using graphing calculators in complex function graphs. EURASIA Journal of Mathematics, Science and Technology Education, 4(4), 337-346. https://doi.org/10.12973/ejmste/75360
Olive, J., Makar, K., Hoyos, V., Kor, L. K., Kosheleva, O., & Strässer, R. (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles, & J. B. Lagrange (Eds.), Mathematics education and technology-Rethinking the terrain (pp. 133-177). Springer.
Papert, S. (1980). Children, computers, and powerful ideas. Harvester.
Sajka, M. (2003). A secondary school student’s understanding of the concept of function: A case study. Educational Studies in Mathematics, 53(3), 229. https://doi.org/10.1023/A:1026033415747
Sebsibe, A. S., Dorra, B. T., & Beressa, B. W. (2019). Students’ difficulties and misconceptions of the function concept. International Journal of Research, 7(8), 181-196. https://doi.org/10.29121/granthaalayah.v7.i8.2019.656
Shahriari, R. (2019). The effect of using technology on students’ understanding in calculus and college algebra [PhD thesis, University of Arkansas].
Sierpinska, A. (1992). On understanding the notion of function. Mathematical Association of America.
Skolinspektionen. (2019). Digitala verktyg i undervisningen matematik och teknik i årskurs 7-9 [Digital tools in teaching mathematics and technology in grades 7-9]. Skolinspektionen [The School Inspectorate]. https://www.skolinspektionen.se/globalassets/02-beslut-rapporter-stat/granskningsrapporter/tkg/2019/digitala-verktyg/digitala-verktyg-i-undervisningen.pdf
Skolverket. (2023). Läroplan matematik [Curriculum mathematics]. https://www.skolverket.se/undervisning/gymnasieskolan/laroplan-program-och-amnen-i-gymnasieskolan/gymnasieprogrammen/amne
Swanepoel, C. H., & Gebrekal, Z. M. (2010). The use of computers in the teaching and learning of functions in school mathematics in Eritrea. Africa Education Review, 7(2), 402-416. https://doi.org/10.1080/18146627.2010.515424
Tall, D., & Vinner, S. (1981). Concept image and concept definition in mathematics with particular reference to limits and continuity. Educational Studies in Mathematics, 12(2), 151-169. https://doi.org/10.1007/BF00305619
Thomas, M., & Chinnappan, M. (2008). Teaching and learning with technology: Realizing the potential. In H. Forgasz, A. Barkatsas, A. J. Bishop, B. Clarke, S. Keast, W. Tiong-Seah, & P. Sullivan (Eds.), Research in mathematics education in Australasia 2004-2007 (pp. 165-193). Brill.
Thomas, R. V. (2016). The effects of dynamic graphing utilities on student attitudes and conceptual understanding in college algebra [PhD thesis, University of Arkansas].
Waits, B. K., & Demana, F. (1999). Calculators in mathematics teaching and learning: Past, present, and future. https://studylib.net/doc/7442753/calculators-in-mathematics-teaching-and-learning--past
Wallin, J., Hafsteinsdottir, E., Samuelsson, J., Bergman, E., Bergman, M., Fundell, S., Gulz, A., Helenius, O., & Jahnke, A. (2017). Digitala lärresurser I matematikundervisningen, delrapport skola: Systematisk översikt 2017: 02 [Digital learning resources in mathematics education, interim report school: Systematic overview 2017: 02]. Skolforskningsinstitutet [School Research Institute]. https://www.skolfi.se/wp-content/uploads/2017/11/Fullst%C3%A4ndig-rapport-delrapport-skola-pdf.pdf
Zulnaidi, H., & Zakaria, E. (2012). The effect of using GeoGebra on conceptual and procedural knowledge of high school mathematics students. Asian Social Science, 8(11), 102-106. https://doi.org/10.5539/ass.v8n11p102
Zulnaidi, H., Oktavika, E., & Hidayat, R. (2020). Effect of use of GeoGebra on achievement of high school mathematics students. Education and Information Technologies, 25(1), 51-72. https://doi.org/10.1007/s10639-019-09899-y

How to cite this article

APA

Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331. https://doi.org/10.29333/ejmste/13540

Vancouver

Chechan B, Ampadu E, Pears A. Effect of using Desmos on high school students’ understanding and learning of functions. EURASIA J Math Sci Tech Ed. 2023;19(10):em2331. https://doi.org/10.29333/ejmste/13540

AMA

Chechan B, Ampadu E, Pears A. Effect of using Desmos on high school students’ understanding and learning of functions. EURASIA J Math Sci Tech Ed. 2023;19(10), em2331. https://doi.org/10.29333/ejmste/13540

Chicago

Chechan, Batoul, Ernest Ampadu, and Arnold Pears. "Effect of using Desmos on high school students’ understanding and learning of functions". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 10 (2023): em2331. https://doi.org/10.29333/ejmste/13540

Harvard

Chechan, B., Ampadu, E., and Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331. https://doi.org/10.29333/ejmste/13540

MLA

Chechan, Batoul et al. "Effect of using Desmos on high school students’ understanding and learning of functions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 10, 2023, em2331. https://doi.org/10.29333/ejmste/13540