The Effect of a Robot Design Curriculum on Eighth Graders' Ability to Solve Multi-step Mathematical Problems 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 Effect of a Robot Design Curriculum on Eighth Graders' Ability to Solve Multi-step Mathematical Problems PDF full book. Access full book title The Effect of a Robot Design Curriculum on Eighth Graders' Ability to Solve Multi-step Mathematical Problems by Carolyn G. LaRosa. Download full books in PDF and EPUB format.
Author: Carolyn G. LaRosa
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 58
Get Book Here
Book Description
The current study looked at students' achievement in solving multi-step mathematical word problems prior to and at the conclusion of a robotics course. Assessments completed by eighth grade students participating in a curriculum, titled Automation and Robotics developed by Project Lead the Way (PLTW), and students not participating in the Automation and Robotics curriculum were compared to identify this level of achievement. The hypothesis stated students participating in Project Lead the Way's Automation and Robotics curriculum (experimental group) will show statistically significant improvement in the multi-step mathematics problem solving assessment compared to the students not participating in Project Lead the Way's Automation and Robotics Curriculum (control group). The experimental group and the control group were given identical pre-assessments and post-assessments. Each assessment included questions from various grade levels from the released EngageNY common core mathematics questions and PARCC Assessments from 2015. The results indicated there was a statistically significant positive difference in the pre and post assessment scores of the experimental group, while there was no statistically significant difference between the pre and post assessment scores of the control group. These results agreed with the hypothesis that students exposed to PLTW's Automation and Robotics curriculum would improve their ability to solve multi-step mathematical problems after exposure to the Automation and Robotics curriculum. Because of lack of time to complete the entire PLTW Automation and Robotics curriculum, students were exposed to the creating and building sections of the curriculum and not the programming. Further research should be conducted to determine if the programming or building areas of the Automation and Robotics curriculum have different effects on students' ability to solve multi-step mathematical word problems.
Author: Carolyn G. LaRosa
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 58
Get Book Here
Book Description
The current study looked at students' achievement in solving multi-step mathematical word problems prior to and at the conclusion of a robotics course. Assessments completed by eighth grade students participating in a curriculum, titled Automation and Robotics developed by Project Lead the Way (PLTW), and students not participating in the Automation and Robotics curriculum were compared to identify this level of achievement. The hypothesis stated students participating in Project Lead the Way's Automation and Robotics curriculum (experimental group) will show statistically significant improvement in the multi-step mathematics problem solving assessment compared to the students not participating in Project Lead the Way's Automation and Robotics Curriculum (control group). The experimental group and the control group were given identical pre-assessments and post-assessments. Each assessment included questions from various grade levels from the released EngageNY common core mathematics questions and PARCC Assessments from 2015. The results indicated there was a statistically significant positive difference in the pre and post assessment scores of the experimental group, while there was no statistically significant difference between the pre and post assessment scores of the control group. These results agreed with the hypothesis that students exposed to PLTW's Automation and Robotics curriculum would improve their ability to solve multi-step mathematical problems after exposure to the Automation and Robotics curriculum. Because of lack of time to complete the entire PLTW Automation and Robotics curriculum, students were exposed to the creating and building sections of the curriculum and not the programming. Further research should be conducted to determine if the programming or building areas of the Automation and Robotics curriculum have different effects on students' ability to solve multi-step mathematical word problems.
Author: Vincent William Childress
Publisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 530
Get Book Here
Book Description
Author: Thomas Edward Foster
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 842
Get Book Here
Book Description
Author: Gail M. Jackson
Publisher:
ISBN:
Category : Computers and children
Languages : en
Pages : 62
Get Book Here
Book Description
Author: Michael P. Bull
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 108
Get Book Here
Book Description
Author: Wendell Arthur Meeks
Publisher:
ISBN:
Category :
Languages : en
Pages : 166
Get Book Here
Book Description
Author: Bobby Lee Hurley
Publisher:
ISBN:
Category : Eighth grade (Education)
Languages : en
Pages : 384
Get Book Here
Book Description
Author: Institute of Medicine
Publisher: National Academies Press
ISBN: 0309160979
Category : Political Science
Languages : en
Pages : 102
Get Book Here
Book Description
In the face of so many daunting near-term challenges, U.S. government and industry are letting the crucial strategic issues of U.S. competitiveness slip below the surface. Five years ago, the National Academies prepared Rising Above the Gathering Storm, a book that cautioned: "Without a renewed effort to bolster the foundations of our competitiveness, we can expect to lose our privileged position." Since that time we find ourselves in a country where much has changed-and a great deal has not changed. So where does America stand relative to its position of five years ago when the Gathering Storm book was prepared? The unanimous view of the authors is that our nation's outlook has worsened. The present volume, Rising Above the Gathering Storm, Revisited, explores the tipping point America now faces. Addressing America's competitiveness challenge will require many years if not decades; however, the requisite federal funding of much of that effort is about to terminate. Rising Above the Gathering Storm, Revisited provides a snapshot of the work of the government and the private sector in the past five years, analyzing how the original recommendations have or have not been acted upon, what consequences this may have on future competitiveness, and priorities going forward. In addition, readers will find a series of thought- and discussion-provoking factoids-many of them alarming-about the state of science and innovation in America. Rising Above the Gathering Storm, Revisited is a wake-up call. To reverse the foreboding outlook will require a sustained commitment by both individual citizens and government officials-at all levels. This book, together with the original Gathering Storm volume, provides the roadmap to meet that goal. While this book is essential for policy makers, anyone concerned with the future of innovation, competitiveness, and the standard of living in the United States will find this book an ideal tool for engaging their government representatives, peers, and community about this momentous issue.
Author: Cassie Marie Duke Brzozowski
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 154
Get Book Here
Book Description
The purpose of this research was to determine the effects of a growth mindset in the Mathematics classroom. The focus of the study was to determine if there was a significant difference in test scores on the curriculum-based post assessments for each unit in the eighth-grade mathematics curriculum. The participants in the study were eighth grade math students in Southington, Connecticut. The control group consisted of sixty-eight students from the 2015-2016 academic year. The treatment group consisted of seventy-one students from the 2016-2017 academic year. The students in the treatment group were introduced to a growth mindset with a presentation. To train their minds and get the students in true growth mindset form, students created small goals for achievement. In addition, students were praised for their efforts. They were taught to focus on the importance of learning as a process. When in cooperative learning groups, students were given roles to change their mindset about their individual abilities in math. These methods were based on Finely's article on how to encourage a growth mindset (2014). Minitab was used to analyze the data to determine if there was a significant difference between the treatment and control groups on the curriculum-based unit assessments in mathematics. Within the control group, a two-sample t-test was used to determine if there was a significant difference between male and female students. The results found significant differences on the Inequalities, Volume and Functions post assessments. The treatment group only scored significantly higher on the Inequalities post assessment. The control group scored significantly higher on the Volume and Functions post assessments. All the other post assessments showed no significant difference even when outliers were removed from the data. Two-sample t-tests were also able to determine there was no significant difference in the treatment group between male and female students. This study was not able to determine if a growth mindset had an effect in the eighth-grade mathematics classroom. There were many limitations that could have contributed to the lack of evidence. One being the demographics of the students and the age group. A growth mindset could have had a greater effect in a more diverse district, different grade or subject. Further research should explore these different aspects of participants. Researchers should also explore students with different socioeconomic statuses. In addition, effects on other subjects and grades should be explored to determine the effects of a growth mindset in all classrooms.
Author: Madonna H. Terry
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 84
Get Book Here
Book Description
