The Effects of the Cognitive Tutor Algebra on Student Attitudes and Achievement in a 9th Grade Algebra Course PDF Download
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Author: Gary S. Plano
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 294
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Author: Gary S. Plano
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 294
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Author: M. Kathleen Heid
Publisher: IAP
ISBN: 160752953X
Category : Mathematics
Languages : en
Pages : 484
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Book Description
(Published in Co-operation with the National Council of Teacher of Mathematics) According to NCTM's Principles and Standards for School Mathematics, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is taught and it enhances students' learning." How does research inform this clarion call for technology in mathematics teaching and learning? In response to the need to craft appropriate roles for technology in school mathematics new technological approaches have been applied to the teaching and learning of mathematics, and these approaches have been examined by researchers world-wide. The second volume has a dual focus: cases and perspectives. It features descriptive cases that provide accounts of the development of technology-intensive curriculum and tools. In these cases the writers describe and analyze various roles that research played in their development work and ways in which research, curriculum development, and tool development can inform each other. These thoughtful descriptions and analyses provide documentation of how this process can and does occur. The remaining chapters in the second volume address research related issues and perspectives on the use of technology in the teaching and learning of mathematics. The lessons learned from the research presented in these volumes are lessons about teaching and learning that can be applied more broadly than solely in technological settings.
Author: David Niemi
Publisher: IAP
ISBN: 1641133716
Category : Education
Languages : en
Pages : 268
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Book Description
This book provides a comprehensive introduction by an extraordinary range of experts to the recent and rapidly developing field of learning analytics. Some of the finest current thinkers about ways to interpret and benefit from the increasing amount of evidence from learners’ experiences have taken time to explain their methods, describe examples, and point out new underpinnings for the field. Together, they show how this new field has the potential to dramatically increase learner success through deeper understanding of the academic, social-emotional, motivational, identity and meta-cognitive context each learner uniquely brings. Learning analytics is much more than “analyzing learning data”—it is about deeply understanding what learning activities work well, for whom, and when. Learning Analytics in Education provides an essential framework, as well as guidance and examples, for a wide range of professionals interested in the future of learning. If you are already involved in learning analytics, or otherwise trying to use an increasing density of evidence to understand learners’ progress, these leading thinkers in the field may give you new insights. If you are engaged in teaching at any level, or training future teachers/faculty for this new, increasingly technology-enhanced learning world, and want some sense of the potential opportunities (and pitfalls) of what technology can bring to your teaching and students, these forward-thinking leaders can spark your imagination. If you are involved in research around uses of technology, improving learning measurements, better ways to use evidence to improve learning, or in more deeply understanding human learning itself, you will find additional ideas and insights from some of the best thinkers in the field here. If you are involved in making administrative or policy decisions about learning, you will find new ideas (and dilemmas) coming your way from inevitable changes in how we design and deliver instruction, how we measure the outcomes, and how we provide feedback to students, teachers, developers, administrators, and policy-makers. For all these players, the trick will be to get the most out of all the new developments to efficiently and effectively improve learning performance, without getting distracted by “shiny” technologies that are disconnected from how human learning and development actually work.
![Cognitive Tutor[R] Algebra I. What Works Clearinghouse Intervention Report PDF](https://books.google.com/books/content/images/frontcover/yJVMvwEACAAJ?fife=w80-h100)
Author: What Works Clearinghouse (ED)
Publisher:
ISBN:
Category :
Languages : en
Pages : 12
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Book Description
"Cognitive Tutor[R] Algebra I," a full year course, delivers instruction in single variable data, simplifying linear expressions, mathematical modeling, solving systems with linear equations, problem solving using proportional reasoning, and powers and exponents. Students work at their own pace to develop problem-solving skills. The duration of each lesson can vary, depending on the length of a school's class period. Generally, three periods a week are spent using the "Cognitive Tutor[R] Algebra I" text for classroom activities, and two are spent in the computer lab using the "Cognitive Tutor[R] Algebra I" software. One study met the What Works Clearinghouse (WWC) evidence standards and one study met the WWC evidence standards with reservations. Together, the two studies included more than 800 ninth graders in more than 40 classrooms in Florida and Oklahoma. The studies examined the effects of "Cognitive Tutor[R] Algebra I" on students' math achievement. "Cognitive Tutor[R] Algebra I" was found to have potentially positive effects on math achievement. (Contains 7 tables and 7 footnotes.) [The following studies are reviewed in this intervention report: (1) Morgan, P., & Ritter, S. (2002). "An experimental study of the effects of Cognitive Tutor Algebra I on student knowledge and attitude." Retrieved November 22, 2006, from http://www.carnegielearning.com/research/research_reports/morgan_ritter_2002.pdf; and (2) Shneyderman, A. (2001, September). "Evaluation of the Cognitive Tutor Algebra 1 Program." Unpublished manuscript. (Miami-Dade County Public Schools Office of Evaluation and Research, 1500 Biscayne Boulevard, Miami, FL 33132).].
Author: Dmitry Voloshin
Publisher:
ISBN:
Category :
Languages : en
Pages : 230
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 640
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Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Ava E. Warren
Publisher:
ISBN:
Category :
Languages : en
Pages : 92
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Book Description
The purpose of this study was to determine the effects of Carnegie Learning's Algebra I Cognitive Tutor on Algebra I achievement of secondary school students. The researcher utilized a pretest-posttest design with the curriculum being the independent variable and the student scores on Tennessee's Algebra I Gateway the dependent variable. Because the original pre-test had no established reliability index, the researcher used linear regression to derive a predicted Gateway score from the previous year's TerraNova Total Mathematics Scale Score in a manner similar to Tennessee's Value-Added model. She used paired t-tests and ANOVA to compare the derived scores. Based on the predicted scale score, students did show some improvement; however, the improvement was not significant at the .05 level.
Author: Jin Su Jeong
Publisher: Frontiers Media SA
ISBN: 2889749819
Category : Science
Languages : en
Pages : 203
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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 388
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Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 29
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Book Description
