Creating the patterns of variation with GeoGebra when teaching derivative graphs for first year engineering students
2015 (English)In: International Journal of Engineering ,Science and Innovative Technology, ISSN 0949-149X, E-ISSN 2277-3754, Vol. 31, no 6, 1605-1612 p.Article in journal (Refereed) PublishedText
The present study investigates how technology assisted and designed teaching influences engineering students’ understanding of the connection between the graph of a function and its derivatives. An engineering student group (n = 27) was taught with the assistance of GeoGebra while a control group (n =20) was taught in a traditional way. The data of the study consist of the documents and photos of the observation of two lectures and the students’ answers to the pre and post tests. In our theoretical framework we discuss the distinction between conceptual and procedural knowledge. When creating the teaching sequences we applied variation theory. In the analysis of the students’ pre and post tests results we applied statistical methods. Our experiment revealed that the GeoGebra-assisted teaching design created more opportunities for students to grasp the connection between a function and its derivatives.
Place, publisher, year, edition, pages
2015. Vol. 31, no 6, 1605-1612 p.
Education, Assisted teachings, Conceptual knowledge, First-year engineering, Procedural knowledge, Teaching sequences, Technology variations, Theoretical framework, Variation theories, Students
IdentifiersURN: urn:nbn:se:hig:diva-20907ISI: 000366351400016ScopusID: 2-s2.0-84949192013OAI: oai:DiVA.org:hig-20907DiVA: diva2:885936