Using the Desmos Graphing Calculator to Enhance Learning in Algebraic Fractions of Junior High Schools
Desmos
Keywords:
Algebra, Desmos graphing calculator, Study habits, Algebraic fractionsAbstract
Technology integration in mathematics instruction redefined the way we teach mathematical concepts, and the Desmos graphing calculator is a powerful ally in that evolution. It focused on the implications of using the Desmos graphing calculator in teaching Algebraic Functions to Grade 9 students in a public national high school. The subjects included 50 students using a quasi-experimental pretest-posttest design. Standardized questionnaires were used to obtain data on study habits and Algebra performance. Statistical methods used were frequencies, percentages, mean, standard deviation, and a paired t-test. The two groups were made up of students aged 14–15, with similar academic achievement levels and study practices. Results indicated a slight increase in Algebra posttest scores for the Control Group, but the Experimental Group was able to see a statistically significant improvement using the Desmos graphing calculator; even more so for those who reported using any other graphing calculators alone. The results indicate a meaningful difference between the groups' performance before and after the intervention. The study concludes that the Desmos graphing calculator has a positive impact on the Algebra achievement of Grade 9 students. Based on these findings, it is recommended that teachers receive training on integrating the Desmos graphing calculator to enhance the teaching and learning of Algebra.
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