8/12/2019 A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of Mathematics in Malaysia

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A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of

Mathematics in Malaysia

Introduction

Latest innovations in this era directed educators to move forward without holding on the old ways forthe sake of the future of their students. Likewise in mathematics education, most content areas shouldbe associated with the new technologies. Routine questions becoming less important; taken place byproblem solving and modelling. Mathematics achievement in our country is seen as a key factor in

the success of students in the school system. Thus, to improve students performances in Mathematicsbecome more demanding. Teachers concern in many mathematics classes is the attitude of thestudents toward the subjects. Poor attitude shown by students in Straight Lines and CoordinateGeometry therefore effect in poor mathematics achievement. The National Philosophy of Educationaims to produce a new generation of Malaysians who are able to think critically and systematicallyand who are able to use their knowledge of mathematics to meet the new challenges in this fastchanging world. The use of graphing calculators will cause changes in the way teachers teach and inthe way students learn mathematics.

Statement of the Problem

The teaching and learning of mathematics in many Malaysian schools has been reported to be too

teacher centered and that students are not given enough opportunities to develop their own thinkingskills (Ministry of Education, 2001). Research has also shown that students in many of todaysmathematics classrooms have little opportunity to explore mathematical patterns and processes(Embose, 1992) which can help them understand mathematical concepts better. Thus, learning

mathematics for many weaker students becomes uninteresting and boring. This poor attitude towardslearning mathematics is not helpful for the students, as it will lead to poor mathematics performances

(Dunham & Dick, 1994). Mathematics is traditionally thought of as the memorization of formulae, thelong and monotonous computation and the manipulation of numbers. The use of graphing calculatorsis one of the avenues that can inject new excitement and enthusiasm into the mathematics teachingand leaming process.

MethodologyThe study was carried out among Form Four students from eleven schools throughout Malaysia. Sixinstruments were used in this study (Mathematics Attitude questionnaire, Test of Logical Thinking(TOLT), Group Embedded Figures Test (GEFT), mathematics achievement test, the students andteachers perception questionnaires). Four-day training on the use of TI-83 graphing calculator weregiven to teachers. Instructional materials developed during the training session were used by theexperimental groups for about 10 weeks. At the end of the study, post-test of the mathematicsachievement test, TOLT, GEFT and the attitudes inventory were administered to the students.Questionnaires on the students and teachers perception on the teaching and learning of mathematicsusing the graphing calculator were also given to the experimental groups and their teachers.

Results of the Study

Instruments Findings

Mathematics Achievement Test Eight of the eleven schools (72.7%) shows significant positivedifferences

Group Embedded Figures Test(GEFT)

Eight of the eleven schools (72.7%) shows significant positivedifferences

Test of Logical Thinking(TOLT)

Eleven schools (100%) shows significant positive differences

MathematicsAttitudeQuestionnaire

Attitudestowards dailylife usage

Eight of the eleven schools (72.7%) shows significant positivedifferences

Interest towardmathematics

Eight of the eleven schools (72.7%) shows significant positivedifferences

8/12/2019 A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of Mathematics in Malaysia

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A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of

Mathematics in Malaysia

Self-conceptinmathematics

Eleven schools (100%) shows significant positive differences

Teachers PerceptionQuestionnaire

>90% : Easier to teach the topic72.72% : Easier to get students to cooperate

>81.82% : Students master concepts better72.72%: Graphing calculator are useful>90% : Enjoyed teaching mathematics with GC>63.64% : The usage is easy to master

Students PerceptionQuestionnaire

53% : GC easy to use>53.73% : GC give accurate answers>57.88% : Graphical illustrations and diagrams are clear50% : Algebraic and statistical graphs generated are easy toread and interpret>52.69% : Help to understand concepts easily

50.39% : Could learn the topic in greater depth49.45% : Prefer learning mathematics with graphing calculator

to just using textbook48.52% : More confident in solving problems48.20% : Dare to investigate more difficult problems

46.74% : Helped them carry out discussions50.39% : Interacted better when using GC

56.55% : Learning mathematics more fun50.08% : Learning mathematics easier with GC50.04% : Enjoy mathematics when taught with GC

Conclusion and Discussion

The graphing calculator used in this study shows encouraging effects for the potential of graphing

calculator in teaching mathematics. The results of this study is consistent with the TIMSS findingsthat students with the highest scores used calculators more frequently in mathematics instruction than

students with the lowest scores (Mullis et al., 2000). These results imply that the graphing calculator

not only helps students to process data and perform calculations, it may also help them to develop and

cultivate better thinking skills. The Group Embedded Figures Test (GEFT) indicate that the usage of

the graphing calculator seemed to have helped the experimental group students to be better able to

extract information and patterns from given data or diagrams. Thus, this study suggests that the

graphing calculator play an important role in helping the students acquire the ability to look for

embedded figure from given diagrams. From the results of the Attitudes Inventory, many of the

students even claimed that they would like to learn mathematics using the graphing calculator. These

results support the findings of a calculator project to evaluate the impact of calculators in mathematics

instruction carried out in the US, which claims that calculators can motivate and support students whohave negative attitudes towards mathematics (Bitter and Hatfield, 1994).

In conclusion, this study suggests that the use of graphing calculators in the mathematics classroom is

especially effective in helping students to perform better in mathematics, think more logically and

critically.