Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.790536
Title: The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts : case study on the use GeoGebra in learning the concept of modulus functions
Author: Gono, E. N.
ISNI:       0000 0004 8498 4202
Awarding Body: UCL (University College London)
Current Institution: University College London (University of London)
Date of Award: 2016
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Abstract:
This study explored how dynamic mathematics software package called GeoGebra, contributed to participants' learning and understanding of mathematics. The research focused on participants' experiences as they used and transformed GeoGebra to support their understanding of modulus functions. It highlighted participants' perspective on the role of GeoGebra in supporting exploration of modulus functions in particular and mathematical ideas in general. The focus of the study was on how participants utilised GeoGebra to address misconceptions and perceptions of modulus functions. The main research questions that guided this study focused on how students used GeoGebra to support their understanding of modulus functions and how GeoGebra related and contributed to their whole learning experiences. The study found that GeoGebra provided a medium for visualisation that linked the abstract aspects of modulus functions with graphical illustrations. The study also noted that working with GeoGebra extended participants' understanding of modulus functions i.e. (a) in distinguishing the difference between the graphs of y = |f(x)| and y = f(|x|) and being able to sketch the two graphs without the aid of GeoGebra; (b) challenging why the integral of 1/x is y = ln |x| + c instead of y = ln(x) + c since the derivative of f(x) = ln(x) is 1/x; (c) recognising that not all turning points are stationary; (d) recognising the importance of graphical illustrations when solving equations and inequalities that involve modulus functions, to eliminate spurious answers derived from some algebraic calculations.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.790536  DOI: Not available
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