Palabras clave
Geometry
Effect of Usage or Non-usage of Calculator
Cómo citar
Resumen
Should we solve geometry problems using calculators? This study identified the effect of using (and not using) calculators during calculations on geometry problems sets, as well as the perceived impact on the use of calculators based on students’, parents’ and school administrators’ perception in a school in Bangkok, Thailand. This study combined both qualitative (survey and interview) and quantitative techniques (experiment) to address the research problem. Findings revealed that the performance of students who used calculators in the experiment did not significantly differ with those who did not which suggests that non-usage of calculators will not affect solving geometry problems, at least in the context of Thai Math education. Further, survey showed that students only used calculators ‘sometimes’ outside class and gave diverse responses when asked why. Interview with parents, students and administrators showed transcript extracts mostly on their agreement to use calculators in geometry class citing the convenience and speed of doing problems but implied a negative impact on their academic performance in math problems in the real world. This study could provide a baseline information on the use of calculators in the teaching of Math lessons for other nationalities.
Citas
Arcena, A. (2016). Fundamental Operations in Mathematics With or Without Aided Calculator: Implications To Students’ Learning. International Journal of Scientific and Technology. Vol. 5.
Camara, J.S. (2019). The START Approach - A Simplified and Practical Approach for Beginning Researchers. Southeast Asian Journal of Science and Technology. Vol 4, No. 1
Camara, J.S. (2020). Philippine Biology Education for a Curricular Innovation towards Industrial Revolution 4.0: A Mixed Method. Asian Journal of Multidisciplinary Studies. Vol 3, No. 1
Clark, J. (2011). Mathematical Connections: A Study of Effective Calculator Use in Secondary Mathematics Classroom.
Design for Experiments. Retrieved on August 14, 2021 from https://web.csulb.edu/~msaintg/ppa696/696exper.htm
Hagan, J.E., S. Amoaddai, V.T. Lawer & E. Atteh (2020). Students’ Perception Towards Mathematics and Its Effects on Academic Performance. Asian Journal of Education and Social Studies
Kaino, L. M. & E. B. Salani (2004). Student’s Gender Attitudes Towards the Use of Calculators in Mathematics Instruction. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education. Vol 3.
Miles, C. (2008). The Use or Non-Use of Calculators Affects on Students’ Ability to Perform Basic Mathematics Problems. Old Dominion University ODU Digital Commons.1.
Narquita, et.al(2013). Perceptions of the Selected Organic and Parttime Teachers in Cebu Technological University Carmen Campus in the Classroom: It‘s Implication to Students‘ Learning. People in the 21st century, (Chapter 1, pp.1).
National Council of Teachers of Mathematics.(2000). Principles and standards for school mathematics.Reston, VA: Author.
Thomas, M. et. al. (2006). Use of Calculators in the Mathematics Classroom. The Electronic Journal of Mathematics and Technology. Vol. 2, No. 2.
Waits, B. (2000). Calculators in Mathematics Teaching and Learning Past, Present and Future. 9.
Zembat, I. O. (2008). Pre-service teachers' use of different types of mathematical reasoning in paper-and-pencil versus technology-supported environments International Journal of Mathematical Education in science and Technology, 39(2), 143-160. Retrieved September 29, 2009, from ERIC.
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Isagoge - Journal of Humanities and Social Sciences