Solving polynomial inequalities with GeoGebra. (c2017)

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dc.contributor.author Tarraf, Hussein
dc.date.accessioned 2017-11-08T10:31:45Z
dc.date.available 2017-11-08T10:31:45Z
dc.date.copyright 2017 en_US
dc.date.issued 2017-11-08
dc.date.submitted 2017-05-10
dc.identifier.uri http://hdl.handle.net/10725/6555
dc.description.abstract „Polynomial inequalities‟- a particular form of „Inequalities‟- is an important topic that interweaves with most mathematical topics. Polynomial inequalities are treated by the Lebanese curriculum as a purely algebraic and abstract topic where graphs and visualization are not fully invested when solving them. Hence a resource for deepening students‟ conceptual understanding of polynomial inequalities is being neglected. It is conjectured that Computer Algebra Systems (CAS), as a tool package with different views and mathematical environments, can offer a suitable medium for solving polynomial inequalities and promoting students‟ algebraic reasoning. The purpose of this research is to study the ways students‟ instrumentation of CAS can help them promote their algebraic reasoning while solving polynomial inequalities. In addition, the relation between students‟ CAS techniques and paper-and-pencil (P&P) techniques is explored, together with the difficulties that students face in this respect. Participants are 33 tenth graders at a private school in Mount-Lebanon, distributed among nine homogenous groups, five of which are selected as focus groups. The study is qualitative in nature. Data is collected from a pretest, students‟ written solutions for four instructional activities, laptop screen recordings, video recordings of whole-class discussions and audio recorded interviews with students in the focus groups. The findings of the study show that students‟ lack of prerequisite knowledge with the topic of functions and their low level of familiarity with GeoGebra were determinant factors that hindered their instrumentation of CAS and hence their reasoning processes as well as their implementation of the solving techniques. High and middle achieving students‟ solving techniques acquired little epistemic and some pragmatic values, whereas low achieving students‟ solving techniques acquired heuristic values. en_US
dc.language.iso en en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.subject Polynomials en_US
dc.subject Inequalities (Mathematics) en_US
dc.subject Algebra -- Computer-assisted instruction en_US
dc.title Solving polynomial inequalities with GeoGebra. (c2017) en_US
dc.type Thesis en_US
dc.title.subtitle Opportunities for visualization and multiple representations en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201000384 en_US
dc.author.commembers Habre, Samer
dc.author.commembers Nabhani, Mona
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xv, 166 leaves; 30 cm. available at RNL. en_US
dc.author.advisor Osta, Iman
dc.keywords CAS en_US
dc.keywords Instrumentation en_US
dc.keywords Schemes en_US
dc.keywords Epistemic en_US
dc.keywords Pragmatic en_US
dc.keywords Heuristic en_US
dc.keywords Algebraic Reasoning en_US
dc.description.bibliographiccitations Bibliography : leaves 139-143. en_US
dc.identifier.doi https://doi.org/10.26756/th.2017.22 en_US
dc.author.email hussein.tarraf@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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