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Graphing calculators and students' conceptions of the derivative
Haitham M Alkhateeb1, Justin Wampler
1Department of Mathematics and Computer Science, University of Indianapolis, IN 46227, USA. halkhateeb@uindy.edu
Perceptual and Motor Skills
|March 9, 2002
Summary
Graphing calculators improved calculus understanding for women in college. This study found women using graphing calculators in Calculus I scored significantly higher than those using traditional methods.
Area of Science:
- Mathematics Education
- Calculus Instruction
Background:
- Traditional Calculus I teaching methods may not fully engage all students.
- The integration of technology in mathematics education is an evolving area.
Purpose of the Study:
- To compare the impact of graphing calculators versus traditional methods on Calculus I students' conceptual understanding of the derivative.
- To investigate potential gender-based differences in learning outcomes.
Main Methods:
- A comparative study involving 101 college students (49 men, 52 women) in four Calculus I classes.
- Utilized a posttest to assess conceptual understanding of the derivative.
- One group received instruction with graphing calculators; the other used traditional methods.
Main Results:
- Women taught calculus using graphing calculators achieved significantly higher posttest scores compared to women taught with the traditional method.
- No significant difference was reported for men in this specific comparison.
Conclusions:
- Graphing calculators may be a more effective tool for enhancing women's conceptual understanding of derivatives in Calculus I.
- Further research is warranted to explore the broader impact of technology across different student demographics and calculus topics.