The impact of multiple representations on grade 12 students' ability to interpret the relation between derivatives and functions using GeoGebra (Record no. 20256)

MARC details
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008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION
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100 1# - MAIN ENTRY--PERSONAL NAME
Personal name Seifeldeen, Samer
Miscellaneous information Master, تعليم الرياضيات
245 14 - TITLE STATEMENT
Title The impact of multiple representations on grade 12 students' ability to interpret the relation between derivatives and functions using GeoGebra
260 ## - PUBLICATION, DISTRIBUTION, ETC.
Place of publication, distribution, etc. Beirut
Name of publisher, distributor, etc. Université Libanaise - Faculté de Pédagogie - Deanship
Date of publication, distribution, etc. 2014
300 ## - PHYSICAL DESCRIPTION
Extent 46 pages
500 ## - GENERAL NOTE
General note النوع : Mémoire
520 3# - SUMMARY, ETC.
Summary, etc. Technology or interactive software learning allows more students to be actively thinking about concepts, making choices, and building skills, which is more typical than in paper-and-pen static learning. Moreover, when technology is used as a tool to support students in performing tasks, the students are in the position of being active learners, making decisions, and evaluating their progress. The purpose of this research is to investigate the impact of interactive software GeoGebra that shows multiple representation at the same time, on the conceptual understanding, interpreting and generalizing the relationship between the curve of the derivative(s) of a function and the function itself. The total number of students is 54. In the experimental group, the DGS GeoGebra was integrated in teaching and learning, while in the control group, only black board, paper and pen were used in teaching and learning. The pre-test-post-test method was applied to compare students’ abilities in each group before and after instruction. The quantitative analysis of the post-test showed that the performance of students exposed to DGS is significantly better.
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Cycle Secondaire L’enseignement du Maths
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element GeoGebra
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element GeoGebra
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element GeoGebra
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element Méthodes d’enseignement
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Topical term or geographic name entry element Secondary Education Math education Teaching Methods
650 #4 - SUBJECT ADDED ENTRY--TOPICAL TERM
Topical term or geographic name entry element المرحلة الثانوية تعليم الرياضيات طرق التعليم
856 ## - ELECTRONIC LOCATION AND ACCESS
Public note Université Libanaise - Faculté de Pédagogie - Deanship
942 ## - ADDED ENTRY ELEMENTS (KOHA)
Koha item type بيانات الهيئة اللبنانية للعلوم التربوية

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