Abstract:

Learning probability cannot rely on memorization alone. Linking of concepts of probability to the new ideas or problems especially to the real life problems is essential. This can be made possible with the use of handheld technology, such as the graphing calculator (GC), which enables users to form the linkages of concepts. This tool eases the learning process and hence difficult probability concepts can be made easier. Students are able visualize the concepts in “action”. As recognized by NCTM in the Standards for School Mathematics, the use of technology enables students to focus on analyzing data and understanding what they mean of reordering the data, especially when dealing with larger data or more complex data sets, and representing them in graphs (NCTM, 2000).

In this study, the GC is incorporated in the teaching and learning of probability with the objective of creating an interactive student-centered environment and developing positive attitudes and behaviors toward the use of GC. A sample of 32 students from the Foundation Program was involved in this study. The data were collected from the observations, journals (from lecturer and students), and interview at the end of the intervention course. The role of lecturer was to scaffold the use of the GC and create social interactions to foster students' learning. This study found that the use of GC created a whole new interactive learning environment, where active involvement and discussion evolved as students used GC in solving mathematical problems. It was found that the interactive learning environment aided in fostering positive attitudes and behaviors towards learning probability.

Keywords:

graphing calculator, scaffolding, interaction, attitude, mathematics, probability.