Abstract
As new technology in education emerges, research is necessary to assess the impact it is having on students' confidence to solve mathematics problems. The purpose of this quasi-experimental, non-equivalent control-group comparison study was to examine the impact the Desmos graphing calculator has on the problem-solving confidence of Algebra students as compared to students who use a TI-83 Plus graphing calculator while controlling for students' math achievement scores. Five highly qualified teachers taught the same content to at least one control group (traditional calculator) and one experimental group (Desmos calculator) for a 12-week period. Students in both groups took the Problem Solving Inventory at the end of the 12-week period of learning, and an Analysis of Covariance (ANCOVA) was used to determine whether there was a significant difference in the control and experimental groups scores. Results indicate there was a statistically significant difference in problem-solving confidence scores between Algebra students who used a Desmos graphing calculator as compared to students who used a TI-83 Plus graphing calculator, while controlling for math achievement scores.
Recommended Citation
Montijo, Edwin and Nelson, Timothy R.
(2017)
"Does using a graphing app improve the problem solving confidence of algebra students?,"
Teacher Education Journal of South Carolina: Vol. 11:
No.
1, Article 2.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol11/iss1/2