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Using GeoGebra to Address Students’ Misconceptions about the Transformation of Algebraic Hyperbola Functions
African Journal of Research in Mathematics, Science and Technology Education Pub Date : 2020-12-24 , DOI: 10.1080/18117295.2020.1854494
Abongile Ngwabe 1 , Clyde Felix 2
Affiliation  

The literature shows that the integration of technological tools, like GeoGebra, has the potential to improve the teaching and learning of mathematics. The aim of this study was to see whether GeoGebra could be used to address identified, systematic misconceptions that National Certificate Vocational (NCV) students hold about the effects of parameters a and q on the transformation of hyperbola functions of the form y = ( a / x ) + q as prescribed in the NCV curriculum. The study is framed by Tharp and Gallimore’s four-stage expounded version of Vygotsky’s zone of proximal development [Tharp, R., & Gallimore, R. (1988). Rousing minds to life: Teaching, learning and schooling in social context. Cambridge University Press], which also neatly corresponds with the four stages of our GeoGebra intervention. A mixed-methods approach was used to collect data from 76 (NCV) students, using a combination of pre- and post-intervention tests and focus group interviews. The data confirmed that, through their engagement via GeoGebra, most students improved their understanding, visualisation and interpretation of algebraic hyperbola functions and that their systematic misconceptions about the transformation of hyperbola functions were addressed.



中文翻译:

使用GeoGebra解决学生对代数双曲线函数转换的误解

文献表明,诸如GeoGebra之类的技术工具的集成具有改善数学教学的潜力。这项研究的目的是了解是否可以使用GeoGebra来解决国家证书职业(NCV)学生对参数影响持有的已识别的系统性误解 一个 q 关于形式的双曲线函数的变换 ÿ = 一个 / X + q 按照NCV课程中的规定。该研究由Tharp和Gallimore对维果斯基近端发育区的四个阶段进行了阐述[Tharp,R.&Gallimore,R.(1988)。激发思想活力:在社会环境中进行教学,学习和上学。剑桥大学出版社],这也与我们的GeoGebra干预的四个阶段巧妙地对应。结合干预前和干预后测试以及焦点小组访谈,采用混合方法从76名(NCV)学生中收集数据。数据证实,通过与GeoGebra的合作,大多数学生提高了对代数双曲线函数的理解,可视化和解释,并且解决了他们对双曲线函数转换的系统误解。

更新日期:2021-02-09
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