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x | 0 t = Ĭ0 Ť ȩ| X, Ż \֩| XՔ \ PX t lx l Ĭ8|` t.;There has emerged a change in teaching methods from pen and paper method to technology induced method for the students who are experiencing social and economic transformation as technology and science is rapidly developing. Among the new method introduced, graphic calculators can increase mathematical ability, promote students' interests and nurture the competence and attitude to solve a variety of problems in mathematics.
This research aims to see how the class utilizing graphic calculators applying to the students at vocational high school can be effective. The followings are the subjects of study to set.
First, what is the area which the use of graphic calculators leads to the understanding of linear function graphs?
Secondly, what kind of part is not affected by the use of graphic calculators in understanding?
Thirdly, what is students' reaction regarding the influence on mathematics study by graphic calculators?
In order to examine those study subjects, this research conducted a total of four classes with the help of graphic calculators applying to 35 final year students at a vocational high school in Seoul. There was the t-certification through a preliminary test and a post test and the questionnaire survey on the usage of graphic calculators and thus the next results are obtained.
First, it is gradient, x intercept, y intercept and the perception of graphs on the coordinate axis with different unit scales that graphic calculators positively result in the understanding of linear function graphs amongst the basic concepts of linear graphs. Students<B can ascertain the changes of graphs due to changes in gradient and y intercept in various and direct ways with the aid of graphic calculators. This also makes it possible to understand the patterns and features of graphs with the spirit of inquiry. Above all, whereas students apprehend graphs on the coordinate axis with different scales, they can immediately see the graphs of the same functional formula according to various kinds of unit scale size. In addition, they can comprehend the importance of unit scale size by visually experiencing that different functional formulas can lead to the same type of graphs under the condition of controling the size of unit scales. Therefore, it can be concluded that utilization of graphic calculators results in correctly perceiving graphs under the coordinate axis of different sized unit scales.
Secondly, the uneffective area in understanding of linear function graphs is to seek the value of function corresponding to the value of x among linear function fundamentals. This part can be conducted at class by pen and paper method excluding graphic calculators usage and thus the effect of graphic calculators has not turned up. The use of graphic calculators alone does not specially produce its effect in the section of transferring a functional formula to a graph and its vice versa, I. e. interpretation between graphs and linear functions. However, it is the effective way understanding this point that students can get own procedure checked through the rapid feedback by graphic calculators accommodating with pen and paper method class.
Thirdly, from students' point of view, the use of graphic calculators let them to be more interested in mathematics class. Moreover, the students who are poor at mathematics at vocational school can participate in the class more actively and find it easy to use graphic calculators. Therefore, students can concentrate on linear function class with ease and go into more developed study. Accordingly, students show very positive attitude for the utilization of graphic calculators to assist mathematics class effectively.
From the results so far, it can be abstracted that graphic calculators utilize the right recognition of graphs under the different unit scales in the area of linear function understanding. Therefore, it is necessary for teachers to conduct a more specific research on where and how to utilize graphic calculators for the better application to the mathematics class at school and thus teachers can earn more practical and useful information for teaching through the research.~http://dspace.ewha.ac.kr/handle/2015.oak/174775;
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