The current study examined how GeoGebra contributed to middle grade Algebra I students' conceptual understanding of functions. In order to gain a deeper understanding a case study
approach was utilized. Vinner (1983), and Vinner and Dreyfus' (1989) concept definition and concept image framework was used to analyze the students' function definition. O'Callaghan's
(1994) component of translating was used to analyze the students' comparison of different function representations, and his component of modeling and interpreting was used to analyze the
students' use of functions to model relationships between quantities. The following results were derived from the analyses. Having more correct concept images of functions through GeoGebra
could also bring about a more correct definition. The dependency upon the concept definition to verify if a given example was a function could not contribute to the concept image. In order
to gain correct concept images more integration of technology into algebra instructions was crucial to explore and interact with more function models. GeoGebra was an ideal environment to
perform a transition among the representations. All three cases were able to understand how the given real-world problems transformed to GeoGebra simulator and the reverse procedure. The
role of instructor was very important to guide and facilitate the learning. The results indicated that verification and exploration of more functions on GeoGebra contributed to a better
conceptual understanding of a function definition. The advantages of GeoGebra were obvious for the translating component. The real-world problem scenario could be better modeled and
interpreted via a simulator on GeoGebra and the need for algebraic symbolic manipulations could disappear. / A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2015. / November 10, 2015. / Algebra, Concept Image, Functions, GeoGebra, Technology / Includes bibliographical references. / Elizabeth Jakubowski, Professor Directing Dissertation; Frances Berry, University Representative; Diana Rice, Committee Member; Angela Davis, Committee
Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_291274 |
| Contributors | Dayi, Guner (authoraut), Jakubowski, Elizabeth M. (professor directing dissertation), Berry, Frances Stokes (university representative), Rice, Diana Claries, 1949- (committee member), Davis F., Angela (committee member), Florida State University (degree granting institution), College of Education (degree granting college), School of Teacher Education (degree granting department) |
| Publisher | Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource (178 pages), computer, application/pdf |
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