The Effects on Achievement, Retention of Mathematical Knowledge, and Attitudes Toward Mathematics as a Result of Supplementing the Traditional Algebra II Curriculum with Graphing Calculator Activities PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effects on Achievement, Retention of Mathematical Knowledge, and Attitudes Toward Mathematics as a Result of Supplementing the Traditional Algebra II Curriculum with Graphing Calculator Activities PDF full book. Access full book title The Effects on Achievement, Retention of Mathematical Knowledge, and Attitudes Toward Mathematics as a Result of Supplementing the Traditional Algebra II Curriculum with Graphing Calculator Activities by Kathy V. Rodgers. Download full books in PDF and EPUB format.
Author: Kathy V. Rodgers
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
Get Book Here
Book Description
Author: Kathy V. Rodgers
Publisher:
ISBN:
Category :
Languages : en
Pages : 276
Get Book Here
Book Description
Author: Craig Richard Williams
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 668
Get Book Here
Book Description
Author: Amy Renée Bishop
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 180
Get Book Here
Book Description
The purpose of this research was to determine the effect of computer-based instruction on student mathematics achievement and students' attitudes toward mathematics in developmental and introductory mathematics courses, namely Elementary Algebra, Intermediate Algebra, and College Algebra, at a community college. The researcher also examined the relationship between attitudes and achievement. The sample consisted of 112 students, and the study was conducted during the Spring 2010 semester at a community college in south Mississippi. The participants were enrolled in one of six classes taught by the researcher. The control group consisted of three classes (one Intermediate and two College Algebra sections) taught using traditional lecture instruction. The treatment group was comprised of three classes (one Beginning, one Intermediate, and one College Algebra section) that were taught using computer-based instruction via the interactive online software MathXL. Both the control and treatment groups were taught the same objectives and received instruction two days a week for 75 minutes per day. Mathematics achievement was measured by a comprehensive final exam that served as a pre-test and post-test. Achievement data were collected prior to any treatment and at the end of the study. Students' attitudes toward mathematics were measured both pre-survey and post-survey using the Attitudes Toward Mathematics Inventory (ATMI). Analyses of Covariance ANCOVA were used to determine whether there were significant differences in attitudes in the control and treatment groups and significant differences in achievement in the control and treatment groups, while controlling for pre-ATMI survey and pre-test scores. A correlation was used to determine whether there was a significant relationship between student achievement in mathematics and students' attitudes toward mathematics. Results of the statistical analysis on pre- and post-ATMI surveys indicated a statistically significant difference in students' attitudes toward mathematics between the control and treatment groups. Students in the traditional lecture group had significantly higher attitudes than students in the computer-based classes. ANCOVA results of the pre- and post-tests showed no significant difference in achievement between the control and treatment groups. Results of the correlation showed a significant relationship between attitude and achievement in the traditional lecture control group.
Author: Nancy C. Wondrasch
Publisher:
ISBN:
Category :
Languages : en
Pages : 430
Get Book Here
Book Description
Author: Dawn E. Digmann
Publisher:
ISBN:
Category : Students
Languages : en
Pages : 77
Get Book Here
Book Description
The demands of local, state, and national mandates on the classroom teacher became overwhelming to me. I decided that it must be possible to work towards several goals without doing several tasks. As a result, I implemented writing would affect student achievement. The study was implemented with 22 pre-calculus students during the first nine-week term of 2007-2008 school year at Benton Community Schools. Existing student attitudes towards math were assessed with a survey at the beginning of the study and reassessed at the conclusion of the study. A pretest of pre-calculus concepts was given at the beginning and at the conclusion of the study. Questions were split between skill-based questions, which required a numeric response, and conceptual-based questions, which required a numeric response, and conceptual-based questions, which required a written explanation. Students also wrote in a journal an average of two times per week. Two formal writing assignments were also given throughout the nine-week study. Results showed an increase in the number of students showing a positive attitude towards math along with an increase in student achievement. These results may be due to the implementation of writing in the mathematic curriculum.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 896
Get Book Here
Book Description
Author: Mary Morozzo Hatfield
Publisher:
ISBN:
Category : Mathematical ability
Languages : en
Pages : 262
Get Book Here
Book Description
Author: Serine Ndiaye
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
In addition, qualitative data were gathered with an open-ended question administered to participants in the mathematical literacy sections during the last week of the semester to offer richer insights into the findings from the attitude survey. Findings from the quantitative data revealed statistically significant effects for participants in the mathematical literacy course compared to their counterparts in the elementary algebra course in the area of attitudes regarding the perceived value and usefulness of mathematics, real-world problems, working in groups, as well as using computers in mathematics courses. Qualitative data were aligned with the findings from the quantitative data and indicated participants' positive views on working in groups, the usefulness of the mathematical literacy course, and improvement of their attitudes regarding mathematics thanks to the course. The study suggested further research to improve our understandings of mathematical literacy and its impact.
Author: Beth Greene Costner
Publisher:
ISBN:
Category :
Languages : en
Pages : 348
Get Book Here
Book Description
Abstract: The current study examined the effects of using a computer algebra system (CAS) and graphing utility on the achievement and attitudes of students in remedial college mathematics. The participants were enrolled in night sections of a basic algebra course and were identified for remedial work by a placement examination. Students came from various mathematical backgrounds, but all had experienced a cycle of mathematical failure that needed to be broken.
