Abstract:
Technology is being integrated in education at large and in mathematics teaching and learning in
particular. This study is an action research conducted in math classes in Lebanon. The purpose of
this thesis is to study whether integration of technology in teaching quadratic functions affects
students’ understanding, critical thinking and problem solving abilities, and whether it changes
their attitudes towards mathematics. The sample is composed of two grade 10 classes of a French
school in Lebanon. The total number of participants is 47 out of which 28 are girls. In the
experimental group, the programmable calculator Casio Class pad 330 and the DGS Geogebra
were integrated in teaching, while in the control group, the non-programmable scientific
calculator was the only device used in teaching. The pre-test, post-test method is applied to
compare students’ achievement and problem solving abilities, in each of the groups before and
after instruction, as well as to compare the achievement of the control and experimental groups
after instruction. In addition, a questionnaire is filled after instruction by all participants to
compare control and experimental groups’ attitudes, and interviews are conducted with students
from the experimental group in order to get a more analytical insight in their attitudes toward the
use of technology in math learning. Although the pre-test results yielded better achievement by
the control group, the quantitative analysis of the post-test showed that the experimental group’s
achievement has improved over time. The post-test results were not significantly different after
instruction. However, the questionnaires showed that the attitudes of students exposed to
technology are significantly more positive than those of the control group. The interviews with
the experimental group students revealed a clear increase in their interest in, and willingness to
learn mathematics.
