Effect of using Desmos on high school students’ understanding and learning of functions

Batoul Chechan; Ernest Ampadu; Arnold Pears

doi:10.29333/ejmste/13540

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Batoul Chechan ¹ ^* , Ernest Ampadu ¹ , Arnold Pears ¹

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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.

Keywords

Desmos
digital tool
functions
learning experience
understanding

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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, 2023, Volume 19, Issue 10, Article No: em2331

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

Publication date: 01 Oct 2023

Online publication date: 07 Aug 2023

Article Views: 2431

Article Downloads: 3330

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How to cite this article

APA

Chechan, B., Ampadu, E., & Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331. https://doi.org/10.29333/ejmste/13540

Vancouver

Chechan B, Ampadu E, Pears A. Effect of using Desmos on high school students’ understanding and learning of functions. EURASIA J Math Sci Tech Ed. 2023;19(10):em2331. https://doi.org/10.29333/ejmste/13540

AMA

Chechan B, Ampadu E, Pears A. Effect of using Desmos on high school students’ understanding and learning of functions. EURASIA J Math Sci Tech Ed. 2023;19(10), em2331. https://doi.org/10.29333/ejmste/13540

Chicago

Chechan, Batoul, Ernest Ampadu, and Arnold Pears. "Effect of using Desmos on high school students’ understanding and learning of functions". Eurasia Journal of Mathematics, Science and Technology Education 2023 19 no. 10 (2023): em2331. https://doi.org/10.29333/ejmste/13540

Harvard

Chechan, B., Ampadu, E., and Pears, A. (2023). Effect of using Desmos on high school students’ understanding and learning of functions. Eurasia Journal of Mathematics, Science and Technology Education, 19(10), em2331. https://doi.org/10.29333/ejmste/13540

MLA

Chechan, Batoul et al. "Effect of using Desmos on high school students’ understanding and learning of functions". Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 10, 2023, em2331. https://doi.org/10.29333/ejmste/13540