TY  - JOUR
TT  - EVIDENCES OF UNDERSTANDINGS AND MISCONCEPTIONS OF GRAPHS AFTER EXPLORING USING TECHNOLOGY
AU  - Kurz, Terri L.
AU  - Yanik, H. Bahadir
PY  - 2016
DA  - September
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 279
EP  - 285
VL  - 5
KW  - Algebraic thinking
KW  - technology integration
KW  - graphing
N2  - Twenty-three Science, Technology, Engineering andMathematics (STEM) preservice elementary and middle school teachers enrolled ina large public university in the southwest United States explored position/timegraphs using graphing calculators and simple, inexpensive motion detectors.Using preprogrammed position/time graphs and creating their own distance/timegraphs, the preservice teachers worked in groups to match, generate and explaina variety of graphs. The purpose of this study was to investigate what ways thepreservice teachers interpreted position/time and distance/time graphs with anemphasis on both understandings and misconceptions. Data were primarilygathered through a pretest and posttest focused on both quantitative andqualitative instruction. The results showed that initially the participants haddifficulties interpreting position/time and distance/time graphs. However,after the completion of a three-week unit, they showed increased understandingof interpreting graphs and how the slopes influenced movement in a qualitativemanner. However, preservice teachers continued to struggle with quantitativeinterpretations and calculations. Additionally, preservice teachers haddifficultly identifying errors in non-examples that mistakenly interpretedposition/time graphs as elevation/time graphs and a few were unable todistinguish between position/time and distance/time graphs. Even with theincreased use of technology to connect distance/time and position/time graphs,the preservice elementary and middle school teachers still struggled withunderstanding what the graphs represented. Guidelines will be provided thatfocus on how to design lessons to address the graph misconceptions including:opportunities to interpret misunderstandings, opportunities to create a storyand match the story with the graph using technology and a specific and directconnection to movement, slope and y-intercept. 
CR  - Twenty-three Science, Technology, Engineering and Mathematics (STEM) preservice elementary and middle school teachers enrolled in a large public university in the southwest United States explored position/time graphs using graphing calculators and simple, inexpensive motion detectors. Using preprogrammed position/time graphs and creating their own distance/time graphs, the preservice teachers worked in groups to match, generate and explain a variety of graphs. The purpose of this study was to investigate what ways the preservice teachers interpreted position/time and distance/time graphs with an emphasis on both understandings and misconceptions. Data were primarily gathered through a pretest and posttest focused on both quantitative and qualitative instruction. The results showed that initially the participants had difficulties interpreting position/time and distance/time graphs. However, after the completion of a three-week unit, they showed increased understanding of interpreting graphs and how the slopes influenced movement in a qualitative manner. However, preservice teachers continued to struggle with quantitative interpretations and calculations. Additionally, preservice teachers had difficultly identifying errors in non-examples that mistakenly interpreted position/time graphs as elevation/time graphs and a few were unable to distinguish between position/time and distance/time graphs. Even with the increased use of technology to connect distance/time and position/time graphs, the preservice elementary and middle school teachers still struggled with understanding what the graphs represented. Guidelines will be provided that focus on how to design lessons to address the graph misconceptions including: opportunities to interpret misunderstandings, opportunities to create a story and match the story with the graph using technology and a specific and direct connection to movement, slope and y-intercept.
UR  - https://dergipark.org.tr/en/pub/epess/issue//366798
L1  - https://dergipark.org.tr/en/download/article-file/384184
ER  -