Applets in secondary mathematics classrooms: An analysis of their use and impact
Open Access
- Author:
- O'donnell, Kyle Martin
- Area of Honors:
- Secondary Education
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Dr. Rose Mary Zbiek, Thesis Supervisor
Dr. Rose Mary Zbiek, Thesis Honors Advisor
Dr. Edith Frances Arbaugh, Faculty Reader - Keywords:
- mathematics
math
secondary
applet
technology - Abstract:
- The incorporation of technology in secondary mathematics classrooms is not a novel idea and, in today’s ever-advancing society, the means to do so are seemingly endless. One of the ways in which secondary mathematics teachers incorporate technology within their classrooms is through the use of applets. Applets can be defined as interactive, computer-based applications that perform a specific task. Through a series of interviews, this thesis investigates the implications behind using applets in secondary mathematics. Specifically, the author examines whether or not mathematical content area and academic designation affect the ways in which applets are used. The included group of secondary mathematics teachers’ perceptions of applets and the ways in which their use affects student understanding, motivation, engagement and interest are examined as well. Findings show that applets are used mostly for instruction and practice in algebra and calculus classrooms, perhaps due to the broad range of topics in algebra and the existence of more abstract concepts in calculus. The majority of teachers in the group hold a favorable view towards the use of applets, mostly because of their dynamic, visual, and interactive capabilities. Finally, the findings indicate that teachers perceive using applets to have noticeable and beneficial effects on student engagement. Overall, the implications and insights developed from this study can be valuable to secondary mathematics educators and also open the door for further research.