Date Available
4-18-2013
Year of Publication
2013
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Education
Department/School/Program
STEM Education
Advisor
Dr. Margaret J. Mohr-Schroeder
Co-Director of Graduate Studies
Dr. Carl W. Lee
Abstract
The technology principle in the Principles and Standards for School Mathematics (NCTM, 2000) states that technology plays an important role in how teachers teach mathematics and in how students learn mathematics. The purpose of this sequential explanatory mixed-methods study was to examine the impact of interactive applets on students’ understanding of parameter changes to parent functions. Students in the treatment classes were found to have statistically significantly higher posttest scores than students in the control classes. Although the data analysis showed a statistically significant difference between classes on procedural understanding, no statistically significant difference was found with regard to conceptual understanding. Student and teacher interviews provided insight on how and why the use of applets helped or hindered students’ understanding of parameter changes to parent functions.
Recommended Citation
McClaran, Robin R., "INVESTIGATING THE IMPACT OF INTERACTIVE APPLETS ON STUDENTS’ UNDERSTANDING OF PARAMETER CHANGES TO PARENT FUNCTIONS: AN EXPLANATORY MIXED METHODS STUDY" (2013). Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education. 2.
https://uknowledge.uky.edu/stem_etds/2
