A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of Mathematics in Malaysia Introduction Latest innovations

in this era directed educators to move forward without holding on the old ways for the sake of the future of their students. Likewise in mathematics education, most content areas should be associated with the new technologies. Routine questions becoming less important; taken place by problem solving and modelling. Mathematics achievement in our country is seen as a key factor in the success of students in the school system. Thus, to improve students performances in Mathematics become more demanding. Teachers concern in many mathematics classes is the attitude of the students toward the subjects. Poor attitude shown by students in Straight Lines and Coordinate Geometry therefore effect in poor mathematics achievement. The National Philosophy of Education aims to produce a new generation of Malaysians who are able to think critically and systematically and who are able to use their knowledge of mathematics to meet the new challenges in this fast changing world. The use of graphing calculators will cause changes in the way teachers teach and in the way students learn mathematics.

Statement of the Problem The teaching and learning of mathematics in many Malaysian schools has been reported to be too teacher centered and that students are not given enough opportunities to develop their own thinking skills (Ministry of Education, 2001). Research has also shown that students in many of todays mathematics classrooms have little opportunity to explore mathematical patterns and processes (Embose, 1992) which can help them understand mathematical concepts better. Thus, learning mathematics for many weaker students becomes uninteresting and boring. This poor attitude towards learning mathematics is not helpful for the students, as it will lead to poor mathematics performances (Dunham & Dick, 1994). Mathematics is traditionally thought of as the memorization of formulae, the long and monotonous computation and the manipulation of numbers. The use of graphing calculators is one of the avenues that can inject new excitement and enthusiasm into the mathematics teaching and leaming process. Methodology The study was carried out among Form Four students from eleven schools throughout Malaysia. Six instruments were used in this study (Mathematics Attitude questionnaire, Test of Logical Thinking (TOLT), Group Embedded Figures Test (GEFT), mathematics achievement test, the students and teachers perception questionnaires). Four-day training on the use of TI-83 graphing calculator were given to teachers. Instructional materials developed during the training session were used by the experimental groups for about 10 weeks. At the end of the study, post-test of the mathematics achievement test, TOLT, GEFT and the attitudes inventory were administered to the students. Questionnaires on the students and teachers perception on the teaching and learning of mathematics using the graphing calculator were also given to the experimental groups and their teachers.

Results of the Study Instruments Mathematics Achievement Test Group Embedded Figures Test (GEFT) Test of Logical Thinking (TOLT) Mathematics Attitudes Attitude towards daily Questionnaire life usage Interest toward mathematics

Findings Eight of the eleven schools (72.7%) shows significant positive differences Eight of the eleven schools (72.7%) shows significant positive differences Eleven schools (100%) shows significant positive differences Eight of the eleven schools (72.7%) shows significant positive differences Eight of the eleven schools (72.7%) shows significant positive differences

A Graphing Calculator-Based Instruction and Its Impact on the Teaching and Learning of Mathematics in Malaysia Self-concept in mathematics Teachers Perception Questionnaire Eleven schools (100%) shows significant positive differences

Students Perception Questionnaire

>90% : Easier to teach the topic 72.72% : Easier to get students to cooperate >81.82% : Students master concepts better 72.72%: Graphing calculator are useful >90% : Enjoyed teaching mathematics with GC >63.64% : The usage is easy to master 53% : GC easy to use >53.73% : GC give accurate answers >57.88% : Graphical illustrations and diagrams are clear 50% : Algebraic and statistical graphs generated are easy to read and interpret >52.69% : Help to understand concepts easily 50.39% : Could learn the topic in greater depth 49.45% : Prefer learning mathematics with graphing calculator to just using textbook 48.52% : More confident in solving problems 48.20% : Dare to investigate more difficult problems 46.74% : Helped them carry out discussions 50.39% : Interacted better when using GC 56.55% : Learning mathematics more fun 50.08% : Learning mathematics easier with GC 50.04% : Enjoy mathematics when taught with GC

Conclusion and Discussion The graphing calculator used in this study shows encouraging effects for the potential of graphing calculator in teaching mathematics. The results of this study is consistent with the TIMSS findings that students with the highest scores used calculators more frequently in mathematics instruction than students with the lowest scores (Mullis et al., 2000). These results imply that the graphing calculator not only helps students to process data and perform calculations, it may also help them to develop and cultivate better thinking skills. The Group Embedded Figures Test (GEFT) indicate that the usage of the graphing calculator seemed to have helped the experimental group students to be better able to extract information and patterns from given data or diagrams. Thus, this study suggests that the graphing calculator play an important role in helping the students acquire the ability to look for embedded figure from given diagrams. From the results of the Attitudes Inventory, many of the students even claimed that they would like to learn mathematics using the graphing calculator. These results support the findings of a calculator project to evaluate the impact of calculators in mathematics instruction carried out in the US, which claims that calculators can motivate and support students who have negative attitudes towards mathematics (Bitter and Hatfield, 1994). In conclusion, this study suggests that the use of graphing calculators in the mathematics classroom is especially effective in helping students to perform better in mathematics, think more logically and critically.