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dc.contributor.advisorJohnson, Bruceen_US
dc.contributor.advisorTurner, Erinen_US
dc.contributor.authorAguilar, Darla Jean
dc.creatorAguilar, Darla Jeanen_US
dc.date.accessioned2011-12-05T22:38:15Z
dc.date.available2011-12-05T22:38:15Z
dc.date.issued2008en_US
dc.identifier.urihttp://hdl.handle.net/10150/194530
dc.description.abstractThe purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors using calculators in class for any other reason. Students were more likely to see calculators as learning tools than were teachers, who saw calculators mainly as computation machines. The results also indicated that instructors were confused about department calculator policies, and students were confused about classroom calculator use policies.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectTeachingen_US
dc.subjectTeacher Educationen_US
dc.titleCalculator Use In Developmental Mathematics in a Community Collegeen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairJohnson, Bruceen_US
dc.contributor.chairTurner, Erinen_US
dc.identifier.oclc659748516en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberGriego-Jones, Tonien_US
dc.identifier.proquest2585en_US
thesis.degree.disciplineTeaching & Teacher Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEdDen_US
refterms.dateFOA2018-08-25T01:57:22Z
html.description.abstractThe purpose of this study was to examine instructor and student usage of calculators in basic mathematics and prealgebra courses at a community college. Researcher-created surveys were given to 54 instructors and 198 students. The results showed instructors were fairly evenly divided about policies regarding the use of calculators. The major reason for not allowing calculators was that students needed to develop basic skills, and the major reason for allowing calculators was to concentrate on learning concepts. Students used calculators mainly for computation and seldom reported instructors using calculators in class for any other reason. Students were more likely to see calculators as learning tools than were teachers, who saw calculators mainly as computation machines. The results also indicated that instructors were confused about department calculator policies, and students were confused about classroom calculator use policies.


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