1. Using Data-Collection 1
Running head: USING DATA-COLLECTION DEVICES TO ENHANCE STUDENTS’
UNDERSTANDING
Analysis of “Using Data-Collection Devices to Enhance Students’ Understanding”
Lapp, Douglas A., Cyrus, Vivian Flora (2000) Using Data-Collection Devices to Enhance
Students’ Understanding. Mathematics Teacher. Vol. 93 No. 6, pp. 504-510.
By Jefferson Hartman
Touro University
College of Education
In Partial Fulfillment of the Requirements For EDU 710
March, 2010

2. Using Data-Collection
Abstract
The purpose of the paper is to review an article that identifies four areas of difficulty
students face when attempting to graph and model physical concepts. These areas
include connecting graphs with physical concepts, connecting graphs with the real world,
transitioning between graphs and physical events and building graphical concepts through
students discourse. This article addresses how data collection devices might help correct
students’ misconceptions about graphing physical concepts.
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3. Using Data-Collection 3
Analysis of “Using Data-Collection Devices to Enhance Students’ Understanding”
The data collection devices referred to in this article, Microcomputer-Based
Laboratory (MBL), Calculator-Based Laboratory (CBL) and Calculator-Based Ranger
(CBR), collect data with probes and store the data into a computer. To what extent do
these devices used in conjunction with graphing technology aid a science or mathematics
classroom is the problem being research. Decreased costs of these devices and probes
have allowed more classrooms to utilize this technology. While working with high
school students at a Mathematics, Physics, and Advanced Technology Exploration Day,
the authors observed students trying to reproduce a position time graph by walking.
Many of the students walked in a path resembling the shape of the graph, which clearly
identifies a misunderstanding of the distance data.
Methods
From research, the authors identified 4 areas of difficulty (1) connecting graphs
with physical concepts (2) connecting graphs with the real world (3) transitioning
between graphs and physical events (4) building graphical concepts through students
discourse. The authors were able to recognize these areas by coding the data collected
through work done by many other researchers. These researchers identify either
supportive research or a specific factor that may affect the link between a graph and a
physical event.
Results
The authors site several researchers in order to explain this difficulty, connecting
graphs with physical concepts. The factors that affect this connection include: (1) the

4. Using Data-Collection
immediacy of graph production, (2) student’s ability to control the environment, (3) MBL
maintained a graph for constant reference, (4) MBL gave a sense of confidence, (5)
variety of graph samples, and (6) extending knowledge from one discipline to another.
When trying to connect graphs to the real world, the second difficulty, students often
believe the shape of the graph should match the shape of the physical event. When a
student is transitioning between graphs and physical events, the third difficulty, they must
be flexible. Evidence suggests that successful transitioning occurs when a student can
leap from physically modeling a problem to graphing a problem to putting the problem
into a mathematical form. Different physical events can produce similar looking graphs
and similar events can produce different looking graphs. Exposing students to this
experience will force students annul some of their graphic misconceptions. The final
difficulty, building graphical concepts through student discourse, can negatively or
positively reinforce the link between graphs and physical events depending on the
approach taken. Sometimes cooperative groups will converge on a misconception. This
problem can be alleviated if a whole group discussion follows an exploration. Since
misconceptions are often well set into the mind, multiple discussions must take place in
order to replace them with accurate conceptions.
Discussion
When students are connecting graphs to physical events, the authors came up with
several suggestions: (1) make a prediction(s) about what will happen before an
experiment, (2) perform duplicate experiments, (3) reproduce a given graph motion by
acting it out, (4) find relationships among different kinds of graphs, and (5) analyze
different graphs of the same event. The authors also give reasons why MBL technology
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5. Using Data-Collection 5
is useful in connecting graphs and physical events: use multiple modalities, directly link
real time with graphic representations, provide realistic experiences to scientists taking
part in real world practice and reduce time consuming graph production. They suggest
that MBL technology has benefits, yet we must pay attention to how technology is
implemented. In fact, some technology can impede understanding. The authors and
researchers seem to agree that there are benefits to MBL technology, yet further study
needs to done.

6. Using Data-Collection 5
is useful in connecting graphs and physical events: use multiple modalities, directly link
real time with graphic representations, provide realistic experiences to scientists taking
part in real world practice and reduce time consuming graph production. They suggest
that MBL technology has benefits, yet we must pay attention to how technology is
implemented. In fact, some technology can impede understanding. The authors and
researchers seem to agree that there are benefits to MBL technology, yet further study
needs to done.