Using Data-Collection 1

Running head: USING DATA-COLLECTION DEVICES TO ENHANCE STUDENTS’ UNDERSTANDING

Analysis of “Using Data-Collection Devices to Enhance Students’ Understanding”

Lapp, Douglas A., Cyrus, Vivian Flora (2000) Using Data-Collection Devices to Enhance Students’ Understanding. Mathematics Teacher. Vol. 93 No. 6, pp. 504-510.

By Jefferson Hartman

Touro University

College of Education

In Partial Fulfillment of the Requirements For EDU 710

March, 2010

Using Data-Collection

Abstract

The purpose of the paper is to review an article that identifies four areas of difficulty

students face when attempting to graph and model physical concepts. These areas

include connecting graphs with physical concepts, connecting graphs with the real world,

transitioning between graphs and physical events and building graphical concepts through

students discourse. This article addresses how data collection devices might help correct

students’ misconceptions about graphing physical concepts.

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Using Data-Collection 3

Analysis of “Using Data-Collection Devices to Enhance Students’ Understanding”

The data collection devices referred to in this article, Microcomputer-Based

Laboratory (MBL), Calculator-Based Laboratory (CBL) and Calculator-Based Ranger

(CBR), collect data with probes and store the data into a computer. To what extent do

these devices used in conjunction with graphing technology aid a science or mathematics

classroom is the problem being research. Decreased costs of these devices and probes

have allowed more classrooms to utilize this technology. While working with high

school students at a Mathematics, Physics, and Advanced Technology Exploration Day,

the authors observed students trying to reproduce a position time graph by walking.

Many of the students walked in a path resembling the shape of the graph, which clearly

identifies a misunderstanding of the distance data.

Methods

From research, the authors identified 4 areas of difficulty (1) connecting graphs

with physical concepts (2) connecting graphs with the real world (3) transitioning

between graphs and physical events (4) building graphical concepts through students

discourse. The authors were able to recognize these areas by coding the data collected

through work done by many other researchers. These researchers identify either

supportive research or a specific factor that may affect the link between a graph and a

physical event.

Results

The authors site several researchers in order to explain this difficulty, connecting

graphs with physical concepts. The factors that affect this connection include: (1) the

Using Data-Collection

immediacy of graph production, (2) student’s ability to control the environment, (3) MBL

maintained a graph for constant reference, (4) MBL gave a sense of confidence, (5)

variety of graph samples, and (6) extending knowledge from one discipline to another.

When trying to connect graphs to the real world, the second difficulty, students often

believe the shape of the graph should match the shape of the physical event. When a

student is transitioning between graphs and physical events, the third difficulty, they must

be flexible. Evidence suggests that successful transitioning occurs when a student can

leap from physically modeling a problem to graphing a problem to putting the problem

into a mathematical form. Different physical events can produce similar looking graphs

and similar events can produce different looking graphs. Exposing students to this

experience will force students annul some of their graphic misconceptions. The final

difficulty, building graphical concepts through student discourse, can negatively or

positively reinforce the link between graphs and physical events depending on the

approach taken. Sometimes cooperative groups will converge on a misconception. This

problem can be alleviated if a whole group discussion follows an exploration. Since

misconceptions are often well set into the mind, multiple discussions must take place in

order to replace them with accurate conceptions.

Discussion

When students are connecting graphs to physical events, the authors came up with

several suggestions: (1) make a prediction(s) about what will happen before an

experiment, (2) perform duplicate experiments, (3) reproduce a given graph motion by

acting it out, (4) find relationships among different kinds of graphs, and (5) analyze

different graphs of the same event. The authors also give reasons why MBL technology

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is useful in connecting graphs and physical events: use multiple modalities, directly link

real time with graphic representations, provide realistic experiences to scientists taking

part in real world practice and reduce time consuming graph production. They suggest

that MBL technology has benefits, yet we must pay attention to how technology is

implemented. In fact, some technology can impede understanding. The authors and

researchers seem to agree that there are benefits to MBL technology, yet further study

needs to done.

Using Data-Collection 5

is useful in connecting graphs and physical events: use multiple modalities, directly link

real time with graphic representations, provide realistic experiences to scientists taking

part in real world practice and reduce time consuming graph production. They suggest

that MBL technology has benefits, yet we must pay attention to how technology is

implemented. In fact, some technology can impede understanding. The authors and

researchers seem to agree that there are benefits to MBL technology, yet further study

needs to done.