Ellington, Roni M.Rzenichenko, Nataliya2018-04-272018-04-272012http://hdl.handle.net/11603/10524Since technology has taken its place in almost all classrooms in schools and colleges across the country, there is a need to know how technology influences the mathematics that is taught and how students learn. In this study, the graphing calculator (GC) (namely the Texas Instruments TI-83) was implemented as a tool to enhance learning of function concept in Intermediate Algebra, one of the developmental mathematics courses in the community college. This study employed a mixed methods methodology, combining quantitative and qualitative approaches to research design. In the quantitative component of the study, a quasi-experimental nonequivalent experimental and control group research design was utilized. In the qualitative component of the study, a free response questionnaire was utilized. To determine the effects of graphing calculator use on students' outcomes including mathematics achievement and students' attitudes toward mathematics and toward the graphing calculator, ANCOVA was applied to examine whether significant differences in students' outcomes exist between the experimental and control groups. To capture students' experiences with the graphing calculator in mathematics learning and discover their perceptions regarding graphing calculator use in learning of function concept, a free response questionnaire was given to the experimental group. Social constructivism was the theoretical framework that guided this study and data were analyzed through social constructivism.enThis item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.Educational technologyCommunity collegesMixed methods researchMathematics--Study and teachingText