Abstract:
The integration of technology in the mathematics classroom is believed to have an
influence on how the learners learn and change their perception of mathematics.
Therefore, technology tools are developed to enhance the learners’ cognition by helping
them to improve their thinking skills in mathematics. The purpose of this study was to
investigate the effects of using a graphic calculator as a cognitive tool for learning Grade
10 Data Handling. This study drew on Dubinsky’s development of APOS theory, where
the learners’ thinking process is influenced by the integration of a technology tool in order
to construct the mathematical concepts. In this study, a graphic calculator is a tool used
to enable learning and assist learners to build appropriate mental structures. Furthermore,
this study draws from a positivist stance with a focus on authenticating the scientific
knowledge and understanding of human behaviour through scientific methods of
experiments. Therefore, this is a quantitative study, based on a quasi-experimental
research design, utilising pre-test – post-test non-equivalent group design. Participants
were 136 learners from the Vhembe district who were conveniently sampled. They were
classified into two groups, that is, 93 learners from Vhembe East were allocated the
experimental group, while 43 learners from Vhembe West district were allocated the
comparison group. For the purpose of this study, the experimental group was taught using
a graphic calculator as a technology tool for learning, while the comparison group was
taught using the usual conventional learning methods. A pre-test and a post-test were
administered to both groups, and learners completed a closed-ended questionnaire to
gather information on their perception of the use of graphic calculators in enhancing
cognition in the learning of mathematics. Teachers (N= 6) also participated in the study
by completing a closed-ended questionnaire on their perception of implementing the use
of graphic calculator as a cognitive tool of learning into their teaching. A paired t-test was
used to determine the statistically significant difference, and the results revealed that the
learners who were exposed to the use of graphic calculator in learning Data Handling
improved with a mean difference of (M= 7,385; SE= 4,968) as compared to their
counterparts who were not exposed to the use of a graphic calculator, with a mean difference of (M= 1,488; SE= 4,574). The use of a graphic calculator had a significant
impact on learners in the experimental group with t= 14,179 to be significant as p=0,000,
p<0,005, and represented a large effect size of d=0,958; d>0, 8. This emphasises that
the use of a graphic calculator in learning Data Handling has contributed significantly
towards enhancing the learners’ cognition. This study has shown that the formalist
approach, that is, traditional learning, also referred to as conventional learning, influences
learners to search for one answer to a mathematical problem and this does not promote
a high level of thinking and understanding. Therefore, this study asserts that the use of a
graphic calculator enhances the learners’ cognition by promoting their conceptual
understanding, visualisation, problem-solving skills, positive attitude towards the subject,
and deepening their understanding of Data Handling.
