TECHNOLOGY SUPPORT FOR LEARNING EXPONENTIAL AND LOGARITHMIC FUNCTIONS

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.