Connecting Research to Teaching: Using Data-Collection Devices to Enhance Students' Understanding

Lapp, Douglas Andrew; Cyrus, Vivian Flora

doi:10.5951/mt.93.6.0504

Cited by 23 publications

(14 citation statements)

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“…Another challenge which affects learners' graphical ability is that learners often struggle to see the relationship between mathematical graphs and the data they represent [4,10,11,12,13]. These scholars believe that there is a misconception whereby learners view graphs as pictures and not as a relationship between variables.…”

Section: Problems Defining Variables and Connecting Graphs With Variablesmentioning

confidence: 99%

“…A lack of basic mathematical operations, interpretation, modelling, conversion skills, an inability to work with data, and limited understanding of the usefulness of mathematical and graphing principles in economics are cited as possible reasons for the challenges [4,7,8]. In addition, [12] have stated that learners find it difficult to define variables and to connect graphs with variables.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Opportunities to Learn Mathematical and Graphing Skills in Imperfect Market Structures

Manzi¹,

Mosia²,

Moreeng³

2021

ujer

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The concept of imperfect market structures enables learners to develop mathematical and graphing skills that are needed for them to be critical thinkers and to be able to solve problems faced in their daily lives. It also provides opportunities for learners to acquire economic knowledge, which enables them to make informed economic decisions on economic events and issues they will experience as they enter the world of business and work. In spite of the importance of imperfect market structures in cultivating these skills and knowledge, learner academic achievement in economics, particularly where mathematical and graphing skills are concerned, has been regrettably poor in most countries around the globe. Hence, this qualitative study investigated the opportunities to learn mathematical and graphical skills in imperfect market structures in three selected Grade 12 economics classes. The study intended to investigate what it is that teachers do in the name of teaching and learning of mathematical and graphing skills and the reasoning behind their actions. Opportunities to Learn (OTL) is the conceptual framework which was used to determine what teachers do in the classroom that enables learners to make sense of imperfect market structures. Using the case study approach, the study was operationalised by three conveniently selected economics teachers in the Galeshewe township in South Africa. The researcher conducted semi-structured interviews with each of the three teachers before they conducted their classes which the researcher observed. The findings of the researcher show that little or no opportunities to learn are provided in an imperfect market structure class.

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Section: Problems Defining Variables and Connecting Graphs With Variablesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Investigating Opportunities to Learn Mathematical and Graphing Skills in Imperfect Market Structures

Manzi¹,

Mosia²,

Moreeng³

2021

ujer

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“…The cognitive and kinesthetic features of an understanding of graphical representations as pictures rather than symbolic are intertwined and bi-directional; students interpret line graphs as literal reproductions of events [73][74][75][76], and they attempt to reproduce graphs such as those of motion by moving in the same manner as the graph [77]. In the latter case the shape of the students' motion replicates the shape of the graph.…”

Section: Empirical Evidence Of Mbl's Impact On Learningmentioning

confidence: 99%

The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science

Espinoza

2007

Journal of Educational Technology Systems

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The laboratory-learning environment needs to become more exploratory and undergo a transformation from its traditional confirmatory role in the learning of science. This is necessary to effectively allow students to achieve scientific literacy. The availability of powerful tools for data collection and analysis provides an opportunity for students to engage in activities similar to those found in scientific work. An investigation of science teachers' use of microcomputer-based laboratories in inquiry-based activities shows the benefits inherent in the technology; in particular, an improvement in performance on content-related tasks and in using process skills necessary for inquiry-based learning was found. The ability to correctly predict the outcome of an experiment is strongly correlated with the agreement between different modalities used in the prediction. Thus, performance on science tasks using graphical analysis can be enhanced by the described methodology; recommendations are offered for successful implementation of inquiry-based instruction.

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“…Όμως στις ανωτέρω δεξιότητες μαθητές και φοιτητές αντιμετωπίζουν προβλήματα (Selden και Selden, 2001)), με αποτέλεσμα να συναντούν δυσκολίες (Lapp and Cyrus, 2000):…”

Section: το πλαίσιο ενσωμάτωσης των αναπαραστάσεωνunclassified

“…Για να επιλύσει τις δυσκολίες αυτές ο Svec (1995) (Lapp and Cyrus, 2000;Lapp, 1999;Beichner, and Abbott, 1999;Lapp & Moenk, 1999;Beichner, 1994;Monk, 1990Monk, , 1994Clement, 1989;Goldberg και Anderson 1989;McDermott et al, 1987;Clement, 1985). Lapp, 1999;Beichner, 1994;McDermott et al, 1987;McKenzie και Padilla, 1986;Clement, 1985).…”

Section: μοντέλο βελτίωσης της μετάβασης μεταξύ διαφορετικών αναπαραστάσεωνunclassified

Ο Ρόλος Των Αναπαραστάσεων Στην Κατανόηση Των Μαθηματικών Εννοιών Που Εμφανίζονται Σε Φαινόμενα Του Φυσικού Κόσμου Μέσα Από Περιβάλλοντα ΤΠΕ

Georgopoulos¹

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Δυσκολίες στην έννοια της συνάρτησης 1.1.2 Δυσκολίες στην έννοια της μεταβλητής 1.1.3 Δυσκολίες στον απειροστικό λογισμό 1.2 ΤΟ ΔΙΑΦΟΡΕΤΙΚΟ ΠΛΑΙΣΙΟ ΕΦΑΡΜΟΓΗΣ ΤΩΝ ΜΑΘΗΜΑΤΙΚΩΝ 1.2.1 Δυσκολίες στην εφαρμογή των μαθηματικών εννοιών στο πλαίσιο της φυσικής 1.2.2 Η διαφορετική εφαρμογή των μαθηματικών στο πλαίσιο της φυσικής 1.2.3 Οι διαφορές στις μεταβλητές και τις συναρτήσεις 1.2.4 Οι διαφορές στις γραφικές παραστάσεις Σύνοψη ΚΕΦΑΛΑΙΟ 2 ο Η ΧΡΗΣΗ ΤΩΝ ΑΝΑΠΑΡΑΣΤΑΣΕΩΝ Εισαγωγή 2.1 Συστήματα αναπαράστασης και Μαθηματικά 2.2 Η εφαρμογή των γραφικών παραστάσεων 2.3 Το πλαίσιο ενσωμάτωσης των αναπαραστάσεων 2.4 Η κατανόηση των αναπαραστάσεων 2.5 Η κατανόηση των αναπαραστάσεων φυσικών μεγεθών της κινηματικής 2.6 Η συσχέτιση πειράματος και αναπαραστάσεων 2.7 Η εφαρμογή των μαθηματικών εννοιών στο πλαίσιο των αναπαραστάσεων της κινηματικής Σύνοψη .

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Connecting Research to Teaching: Using Data-Collection Devices to Enhance Students' Understanding

Cited by 23 publications

References 0 publications

Investigating Opportunities to Learn Mathematical and Graphing Skills in Imperfect Market Structures

Investigating Opportunities to Learn Mathematical and Graphing Skills in Imperfect Market Structures

The Use of Graphical Analysis with Microcomputer-Based Laboratories to Implement Inquiry as the Primary Mode of Learning Science

Ο Ρόλος Των Αναπαραστάσεων Στην Κατανόηση Των Μαθηματικών Εννοιών Που Εμφανίζονται Σε Φαινόμενα Του Φυσικού Κόσμου Μέσα Από Περιβάλλοντα ΤΠΕ

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