Integration of Autograph Technology for Learning Algebra

Learning mathematics is a major focus of educational institution at all levels. There is plenty of evidence that teaching secondary or college level mathematics with dynamic software can be effective, more efficient and above all it creates more enjoyable teaching and learning environment. Conceptually and pedagogically, technology-assisted learning has provided positive impact on mathematical learning. Technology-assisted approach helps move mathematic teaching and learning out of its "stand and deliver" mode to active group learning developing individuals' potential as effective problem solvers and critical thinkers. The new technologies such as computers or calculators might affect the education system hence if used strategically the technologies provide learners the power of controlling what they are learning. This study aimed to investigate the instructional efficiency index of an interactive software Autograph and a hand-held graphing calculator in comparison to the conventional way for teaching algebra. The Autograph has 2D and 3D graphing capabilities for topics such as transformations, conic sections, vectors, slopes and derivatives. On the other hand, graphing calculator is a handy device that can be use for teaching mathematics which is able to create geometric figures, graph functions, inequalities or transformations of functions. This study examined the effects of three teaching and learning modes on performance and mental effort (based on Paas Mental Effort Rating Scale, 2004). Experimental design was used for this study with students selected at random to be assign to three groups. Two experimental groups and a conventional group were formed. Group One underwent learning using Autograph and Group Two underwent learning using the graphing calculator technology while the control group underwent learning using conventional instructional strategy. Four phases were conducted: 1) Introduction to Software, 2) Introduction to quadratic Functions, 3) Integrated teaching and learning using software, 4) testing using Achievement Test and the Paas Mental Effort Rating Scale. The data were analyzed using ANOVA and post-hoc analyses. Graphing calculator condition is significantly efficient, F (2, 98) = 11.1, p=.000 compared to the conventional and Autograph condition. Conventional strategy incurs low mental effort and high performance. Graphing calculator condition thus far imposed relative low mental effort with high performance. Autograph condition imposes high mental effort with low performance. Each of these technology utilizations with their associated instructional efficiency may be useful for instructional researchers and educators in improving mathematical performance as well as in the utilization of technology in teaching and learning.

Journal of Education and Practice, 2014

New technology and advancement in computer technology has attracted educators and researchers to develop educational computer applications. These learning applications help to enrich learning materials with the utilization of multimedia presentation. The objective of this study is to assess the undergraduate engineering students’ understanding of algebra and to develop a multimedia application for learning algebra. The study was carried out in three stages. In the first stage, a set of questionnaire was distributed to 113 students and a set of test was given to 60 students. The second stage was the development of the application and the third stage, the evaluation of the developed application. The survey and test result show that most of the students have difficulties in understanding algebra especially in the subtopic of factorization. In turn, an Algebra Tutor was developed based on the survey information and the students’ test result. Keywords: Algebra, Multimedia Application, Fa...

International Journal of Multicultural and Multireligious Understanding, 2020

This study aims to describe: the development of Autograph-based learning tools is effective and able to improve mathematical communication skills. This research is development research with the Dick and Carey development model. This trial was conducted in class X RPL at vocational high school 14 Medan. From the results of test I and trial II, it was obtained: Autograph-based learning tools that were developed were effective, in terms of a) the criteria for student learning completeness were 86.11%; b) The achievement of learning objectives is more than 75%; c) students give a positive response; and d) the learning time is the same as the regular study time and (2) there is an increase in the average students' mathematical communication skills. Furthermore, it is suggested that teachers can use Autograph-based learning tools with problem-based learning models as an alternative to learning, with the guidance or questions are given that are affordable to students so that students u...

AIP Conference Proceedings, 2016

The use of digital tools in algebra education is expected to not only contribute to master skill, but also to acquire conceptual understanding. The question is how digital tools affect students' thinking and understanding. This paper presents an analysis of data of one group of three grade seventh students (12-13 year-old) on the use of a digital tool for algebra, the Cover-up applet for solving equations in particular. This case study was part of a larger teaching experiment on initial algebra enriched with digital technology which aimed to improve students' conceptual understanding and skills in solving equations in one variable. The qualitative analysis of a video observation, digital and written work showed that the use of the applet affects student thinking in terms of strategies used by students while dealing with the equations. We conclude that the effects of the use of the digital tool can be traced from student problem solving strategies on paper-and-pencil environment which are similar to strategies while working with the digital tool. In future research, we recommend to use specific theoretical lenses, such as the theory of instrumental genesis and the ontosemiotic approach, to reveal more explicit relationships between students' conceptual understanding and the use of a digital tool.

1988

Background to the Research .2 The Rationale Behind the Use of the Computer In the Research .1 The Concept of Variable Used .2 The Cultivation of Relevant Mental Imagery .3 The Capacity for Concretisation of Formal Thinking .4 Encouragement of Problem solving Abilities .5 The Capability for Personalisation of Formal Thought .6 Improving an Understanding of Algebraic Notation .3 The Cognitive Instruments Developed for the Research .4 The Initial Investigation .5 The Details of the First Investigation .1 The Subjects .2 The Instruments .3 The Research Design .4 The Procedure .5 The Results .6 Improving the Teaching Module .1 problems Arising From the First Experiment .2 The ~mprovements Decided Upon .3 The Introduction of the Cardboard 'Maths.Machine' .7 The Details of the Second Investigation .1 The Subjects .2 The Instruments .3 The Research Design .4 The Procedure .5 The Teaching Programme .6 Observations From the Work In the Programme .8 The Results of the Second Experiment .1 A Comparison With CSMS Results .2 Individual Progress .3 Specific Questions .4 The Effect on Errors .9 The Longer Term Effect of the Programme .10 Overview of the Chapter 7. A Description of the Main Teaching Experiment .1 Areas for Further Consideration .1 Improvements to the Dynamic Algebra

African Journal of Educational Studies in Mathematics and Sciences

The use of technology as a pedagogical practice is growing at a phenomenal rate due to the availability of numerous computer mathematics software. As a result, conscientious efforts need to be made by teachers to integrate technology effectively to enhance the teaching and learning processes and consequently learning outcomes of students. This non-equivalent quasi-experimental study sought to explore students’ achievements and their attitudes after using a dynamic Autograph software technology to learn circle theorems. One hundred and fourteen Senior High School students purposively selected from three different schools participated in the study. While students from two of the schools were taught using the Autograph technology in a social-interaction and self-exploration environment respectively, the group of students from the last school were taught conventionally without the use of the Autograph technology. The findings of this study showed that the three teaching strategies had a...

Handbook of research …, 2006

Journal of Education and Practice, 2017

This research study aims to describe: 1) Validity learning devices CTL based with autograph aid; 2) practicality learning devices CTL with autograph aid; 3) effectiveness learning devices CTL with autograph aid; 4) increase problem solving skills by problem based learning model developed. This research is a research development (research and development). The development of CTL based learning used 4-D model which include define, design, develop, and disseminate. The results of the defining phase is used to design a learning instruments. Then this draft is validated and teste in classroom to see its practically and effectiveness. The tes is done in class X SMA Negeri 1 Telukdalam. This research used students in class XIA1 and XIA2. From this development obtained that; (1) learning instruments developed is valid criteria with the average validity total of lesson plan = 4.506, Student’s Book = 4.687, worksheet = 4.412. Test problem-solving abilities in valid categories with reliability...

Congreso XIII Estudios de Frontera. Homenaje a María Isabel del Val Valdivieso. El uso del agua. Los Trastámara, (Sociedad Española de Estudios Medievales-Ayuntamiento de Alcalá La Real) (Alcalá La Real, 17-18 de octubre de 2024), 2024

Pages 154–204 in The Betrayal of the Humanities: The University during the Third Reich, edited by Bernard M. Levinson and Robert P. Ericksen. Studies in Antisemitism. Bloomington, IN: Indiana University Press, 2022., 2022

From 1933 through 1945, the Hebrew Bible was under attack in Nazi Germany. As both the universities and the Protestant Church sought to align themselves with Nazi ideology, the entire notion that Christianity had any connection to Judaism was denied, and the historic tradition of “Old Testament” studies was compromised. This chapter provides an illuminating case study of Gerhard von Rad (1901–1971), one of the enduring giants of German Protestant biblical scholarship. Von Rad began his academic career at Friedrich Schiller University of Jena in 1934, a scant year after the Nazis rose to power. His university actively sought to position itself as the exemplary National Socialist university. A ranking SS officer served as the university’s President (Rektor); he arranged for medical students to undertake pathology training at the Buchenwald concentration camp, located just twenty miles away. Step-by-step, major changes took place throughout the university, including its prestigious Faculty of Theology, that transformed academic appointments, graduate research, and the curriculum in every field, as the university sought to position itself as Germany’s exemplary National Socialist academic institution. Key Words: National Socialism, Biblical Studies, Deuteronomy, Disciplinary History, University History, Antisemitism