<> <http://www.w3.org/2000/01/rdf-schema#comment> "The repository administrator has not yet configured an RDF license."^^<http://www.w3.org/2001/XMLSchema#string> . <> <http://xmlns.com/foaf/0.1/primaryTopic> <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Thesis> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Article> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/dc/terms/title> "Graphing calculators and the zone of proximal development : a study of fourteen year old Malaysian students development of graphical concepts with technology"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/ontology/bibo/abstract> "This study investigates 14 year-old students' development of graphical concepts using\ngraphing calculators. Two learning models based on two broad interpretations of\nVygotsky's \"zone of proximal development\" were implemented to gauge the role of\ngraphing calculators in technology-based learning. Epistemological case studies were\nused to ascertain the extent to which the graphing calculator facilitated the learning of\nkey graphical concepts. To this end, students of different levels of mathematical\nattainment were observed to determine the different kinds of understanding they derived\nfrom using the technology.\nThe 24 students participating in the study were pre and post tested, and formed into two\ngroups. One group was taught according to a structured, teacher-led learning model, and\nthe other group was taught according to an open-ended, activity-led learning model.\nWhat emerges from the study is the complexity of the teaching and learning situation\nwhen technology is incorporated. A student's learning of graphical concepts with the\ngraphing calculator was the result of an interplay between his/her knowledge of the\nfunctionality of the graphing calculator, existing mathematical knowledge and the nature\nof teacher intervention.\nThe use of the graphing calculator raises the issues of the ordering or sequencing of\nlearning of graphs from simple linear equations to those perceived as more complex\npolynomials. With the graphing calculator, students were able to learn much more than\nwas thought possible. Changes in students' mathematical learning were accompanied by\na change in the role of the calculator from a static display tool to a mediational tool. The\nstudy also highlights the issues of teachers' roles when technology is incorporated\nincluding teacher's content knowledge, and the ways in which teachers intervene with\nstudents, in particular how teachers deal with students' semantic and syntactic errors in\nusing the calculator."^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/dc/terms/date> "2003" . <https://discovery-pp.ucl.ac.uk/id/document/564689> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://purl.org/ontology/bibo/Document> . <https://discovery-pp.ucl.ac.uk/id/org/ext-f7a1daa52fb5147cdb3e13be8766ab00> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://xmlns.com/foaf/0.1/Organization> . <https://discovery-pp.ucl.ac.uk/id/org/ext-f7a1daa52fb5147cdb3e13be8766ab00> <http://xmlns.com/foaf/0.1/name> "Institute of Education, University of London"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/dc/terms/issuer> <https://discovery-pp.ucl.ac.uk/id/org/ext-f7a1daa52fb5147cdb3e13be8766ab00> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/ontology/bibo/status> <http://purl.org/ontology/bibo/status/unpublished> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/dc/terms/creator> <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/ontology/bibo/authorList> <https://discovery-pp.ucl.ac.uk/id/eprint/10020421#authors> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421#authors> <http://www.w3.org/1999/02/22-rdf-syntax-ns#_1> <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> . <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://xmlns.com/foaf/0.1/Person> . <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> <http://xmlns.com/foaf/0.1/givenName> "Baiduriah."^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> <http://xmlns.com/foaf/0.1/familyName> "Yaakub"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/person/ext-f542b58b730ff64454fe453c66ce9b62> <http://xmlns.com/foaf/0.1/name> "Baiduriah. Yaakub"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/EPrint> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/ThesisEPrint> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://purl.org/dc/terms/isPartOf> <https://discovery-pp.ucl.ac.uk/id/repository> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://eprints.org/ontology/hasDocument> <https://discovery-pp.ucl.ac.uk/id/document/564689> . <https://discovery-pp.ucl.ac.uk/id/document/564689> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> . <https://discovery-pp.ucl.ac.uk/id/document/564689> <http://www.w3.org/2000/01/rdf-schema#label> "Graphing calculators and the zone of proximal development : a study of fourteen year old Malaysian students development of graphical 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<https://discovery-pp.ucl.ac.uk/id/document/567850> <http://purl.org/dc/terms/hasPart> <https://discovery-pp.ucl.ac.uk/id/eprint/10020421/4/medium.jpg> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421/4/medium.jpg> <http://www.w3.org/2000/01/rdf-schema#label> "medium.jpg"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/eprint/10020421> <http://eprints.org/ontology/hasDocument> <https://discovery-pp.ucl.ac.uk/id/document/567851> . <https://discovery-pp.ucl.ac.uk/id/document/567851> <http://www.w3.org/1999/02/22-rdf-syntax-ns#type> <http://eprints.org/ontology/Document> . <https://discovery-pp.ucl.ac.uk/id/document/567851> <http://www.w3.org/2000/01/rdf-schema#label> "Graphing calculators and the zone of proximal development : a study of fourteen year old Malaysian students development of graphical concepts with technology (Other)"^^<http://www.w3.org/2001/XMLSchema#string> . <https://discovery-pp.ucl.ac.uk/id/document/567851> 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