國立虎尾科技大學 |

The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions./
作者:	Ortiz Galarza, Mayra Lizeth.
面頁冊數:	1 online resource (202 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355053029

The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions.
Ortiz Galarza, Mayra Lizeth.

The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions. - 1 online resource (202 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--The University of Texas at El Paso, 2017.

Includes bibliographical references

Trigonometry is a critical subject in mathematics that both high school and undergraduate students need to learn in order to be prepared for advanced mathematics. Despite the importance of trigonometry in the mathematics curriculum, little is known about best practices for teaching trigonometric functions and what difficulties students face when learning the topic. Using a Grounded Theory approach, this dissertation presents the results of a design study (or teaching experiment) whose purpose was to examine the process by which students constructed the concept of trigonometric functions through multiple representations and how students developed meta-representational competence. The design study involved two stages. In the first stage, initial conditions and elements of the teaching experiment were constructed. In the second stage, proposed conjectures about teaching and learning trigonometric functions were both redefined and redesigned. Qualitative data, including classroom observations and field notes, video recordings of classroom interactions and debriefing sessions, student work (including notebooks and artifacts), student interviews, surveys, and blogs are the focus of analysis. The dissertation presents and analyzes mathematical themes within a framework supporting critical aspects related to learning trigonometric functions through multiple representations and the development of meta-representational competence, that is, the competence to represent trigonometric functions in multiple ways (e.g. ratios, tables, and graphs). Emergent themes connected to the construction and conception of trigonometric functions included students' conceptions of ratio and proportion, students' conception of angle, and students' sense of Cartesian Connectedness. Implications for research and practice include the need to examine how multiple representations stimulate students' conceptual construction and development of trigonometric functions within the context of inquiry-based instruction.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355053029Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions.
LDR:03305ntm a2200349Ki 4500 001 918631
005 20181030085011.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355053029
035 $a (MiAaPQ)AAI10285676
035 $a (MiAaPQ)utep:12449
035 $a AAI10285676
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Ortiz Galarza, Mayra Lizeth. $3 1193002
245 1 4 $a The Influence of Multiple Representations on Secondary Students' Understanding of Trigonometric Functions.
264 0 $c 2017
300 $a 1 online resource (202 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
500 $a Adviser: David J. Carrejo.
502 $a Thesis (Ph.D.)--The University of Texas at El Paso, 2017.
504 $a Includes bibliographical references
520 $a Trigonometry is a critical subject in mathematics that both high school and undergraduate students need to learn in order to be prepared for advanced mathematics. Despite the importance of trigonometry in the mathematics curriculum, little is known about best practices for teaching trigonometric functions and what difficulties students face when learning the topic. Using a Grounded Theory approach, this dissertation presents the results of a design study (or teaching experiment) whose purpose was to examine the process by which students constructed the concept of trigonometric functions through multiple representations and how students developed meta-representational competence. The design study involved two stages. In the first stage, initial conditions and elements of the teaching experiment were constructed. In the second stage, proposed conjectures about teaching and learning trigonometric functions were both redefined and redesigned. Qualitative data, including classroom observations and field notes, video recordings of classroom interactions and debriefing sessions, student work (including notebooks and artifacts), student interviews, surveys, and blogs are the focus of analysis. The dissertation presents and analyzes mathematical themes within a framework supporting critical aspects related to learning trigonometric functions through multiple representations and the development of meta-representational competence, that is, the competence to represent trigonometric functions in multiple ways (e.g. ratios, tables, and graphs). Emergent themes connected to the construction and conception of trigonometric functions included students' conceptions of ratio and proportion, students' conception of angle, and students' sense of Cartesian Connectedness. Implications for research and practice include the need to examine how multiple representations stimulate students' conceptual construction and development of trigonometric functions within the context of inquiry-based instruction.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Education. $3 555912
650 4 $a Curriculum development. $3 1148494
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0515
690 $a 0727
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Texas at El Paso. $b Teaching , Learning and Culture. $3 1193003
773 0 $t Dissertation Abstracts International $g 78-11A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285676 $z click for full text (PQDT)