Abstract
The purpose of this mixed methods study was to investigate the effect of a graphing calculator (GC) intervention on Grade 11 learners’ achievement in quadratic inequality problem solving. The quantitative aspects of the study involved an experimental and control group design in which the experimental group received instruction using the GC activities and the control group was taught without using the GC. The qualitative aspects of the study involved script analysis and task-based interviews. We used three data collection instruments: a quadratic inequality problem solving test used both as a pre- and a post-test administered to both the experimental and the control group learners, a written task analysis protocol and a task-based interview schedule. The results of the dependent samples t -test confirmed a statistically significant improvement in the quadratic inequality problem solving achievement of the experimental group with a Cohen’s d effect size of 1.3. The dependent t -test results for the control group were also a statistically significant improvement but with a smaller Cohen’s d of 1.2. The results of the independent t -test indicated that the experimental group achievement was significantly higher than that of the control group with a Cohen’s d effect size of 0.79. Script analysis of selected learners’ post-test solutions also showed that learners in the experimental group employed more problem-solving strategies (at least three – symbolic, numeric and graphical). Interview results of purposively selected learners also affirmed that experimental group participants perceived the GC intervention to have prepared them more effectively for multiple solution strategies of the quadratic inequality problem tasks. The researchers recommend the integration of GCs in the teaching and learning of mathematics in general and quadratic inequalities in particular. However, more research is needed in the integration of the GC in high-stakes assessment.
Highlights
The mathematical topic of quadratic inequalities plays a significant role in the solution of some real-life optimisation problems as given in the pre-post-test examples of this study
The use of a graphing calculator (GC) created an exceptionally enabling learning environment that became more suitable for learners to be engaged with experimental activities
These experimental activities helped the learners to critically identify the main facts of the problem, to draw its model supported by charts, tables and visual images, and to reflect on the selected strategies of solving quadratic inequalities
Summary
The mathematical topic of quadratic inequalities plays a significant role in the solution of some real-life optimisation problems as given in the pre-post-test examples of this study This topic, requires prior knowledge of other mathematical topics such as algebra, linear inequalities, quadratic equations, quadratic functions and geometry (Bicer, Capraro, & Capraro, 2014; El-Khateeb, 2016; Halmaghi, 2011). For example, want to design artefacts such as bridges or apply optimisation methods to improve the efficiency or quality of a product This suggests that proficiency in quadratic inequalities may increase learners’ confidence in application and transfer of knowledge to real-life situations (Tsamir & Bazzini, 2004). Examples may be to maximise profit taking http://www.pythagoras.org.za
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