شبكة المعلومات العربية التربوية

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. (Authors’ Abstract)