Effect of using Desmos on high school students’ understanding and learning of functions
Batoul Chechan 1 * , Ernest Ampadu 1 , Arnold Pears 1
More Detail
1 Department of Learning, KTH Royal Institute of Technology, Stockholm, SWEDEN* Corresponding Author

Abstract

This study examines the effect of using Desmos on students’ performance in learning functions. An embedded mixed methods design was applied and involved 98 students from an upper secondary school in Sweden. Students’ assessments (pre- and post-test) and opinion polls were the two main data collection instruments. The results show that both groups (experimental and control) experienced a significant improvement in their post-test scores. However, the experimental group had a statistically significant improvement in comparison with that of the control group across the five constructs used in this study. The qualitative data revealed that the majority of the students ascribed a positive effect of the use of Desmos on their general understanding of function concepts, their ability to analyze functions and check their answers through visualization, which are difficult when working using paper and pencil.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 10, October 2023, Article No: em2331

https://doi.org/10.29333/ejmste/13540

Publication date: 01 Oct 2023

Online publication date: 07 Aug 2023

Article Views: 2912

Article Downloads: 4137

Open Access References How to cite this article