This study aims to
examine the extent to which the mobile application of Desmos graphing
calculator supports undergraduate students’ learning of exponential and
logarithmic functions at the Middle School Mathematics Education Program in
Faculty of Education. More specifically, the study investigates the
undergraduate students’ views about and actions in utilizing Desmos while
learning exponential and logarithmic functions. Convenience and purposive
sampling methods were used to conduct this study. Seventeen freshmen
were participated to the study within the context of Fundamentals of
Mathematics course where the exponential and logarithmic functions were
introduced to the undergraduates and in which one of the researchers was the
instructor. Following the qualitative research principles, case study design
was conducted to collect data from observation and documental sources. The data
come from the observations of students' in-class activities, classroom
discussions, researchers’ field notes, and reflection papers over a 3-week
period that was scheduled to teach the concept of exponential and logarithmic
functions. The content analyses of the data reveal that undergraduate students
find Desmos graphing calculator beneficial by highlighting its affordances such
as i) compensating the lack of procedural knowledge, ii) providing
opportunities for exploration, and iii) enhancing engagement with the tasks.
Thus, the study shows that Desmos is a multipurpose learning source for
learning exponential and logarithmic functions. Finally, the study discusses
the role of Desmos on learning functions and provides implications for its use
in undergraduate mathematics courses.

Educational technology, Desmos graphing calculator, exponential function, logarithmic function, undergraduate students

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Bibtex | ```
@araştırma makalesi { ihead373503,
journal = {Ihlara Eğitim Araştırmaları Dergisi},
issn = {2528-9624},
eissn = {2528-9632},
address = {Aksaray Üniversitesi},
year = {2017},
volume = {2},
pages = {50 - 68},
doi = {},
title = {TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS},
key = {cite},
author = {Koştur, Merve and Yılmaz, Ayşenur}
}
``` |

APA | Koştur, M , Yılmaz, A . (2017). TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS. Ihlara Eğitim Araştırmaları Dergisi, 2 (2), 50-68. Retrieved from http://dergipark.gov.tr/ihead/issue/33690/373503 |

MLA | Koştur, M , Yılmaz, A . "TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS". Ihlara Eğitim Araştırmaları Dergisi 2 (2017): 50-68 <http://dergipark.gov.tr/ihead/issue/33690/373503> |

Chicago | Koştur, M , Yılmaz, A . "TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS". Ihlara Eğitim Araştırmaları Dergisi 2 (2017): 50-68 |

RIS | TY - JOUR T1 - TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS AU - Merve Koştur , Ayşenur Yılmaz Y1 - 2017 PY - 2017 N1 - DO - T2 - Ihlara Eğitim Araştırmaları Dergisi JF - Journal JO - JOR SP - 50 EP - 68 VL - 2 IS - 2 SN - 2528-9624-2528-9632 M3 - UR - Y2 - 2017 ER - |

EndNote | %0 Ihlara Eğitim Araştırmaları Dergisi TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS %A Merve Koştur , Ayşenur Yılmaz %T TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS %D 2017 %J Ihlara Eğitim Araştırmaları Dergisi %P 2528-9624-2528-9632 %V 2 %N 2 %R %U |

ISNAD | Koştur, Merve , Yılmaz, Ayşenur . "TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS". Ihlara Eğitim Araştırmaları Dergisi 2 / 2 (Aralık 2017): 50-68. |