Download or read book The Effects of Computer Assisted Instruction on Solving Math Word Problems written by Jessica Renée Sevecke and published by . This book was released on 2015 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer assisted Contextualization Instruction on Mathematical Word problem Solving for Students with Learning Diabilities written by Jennifer Anne Dix and published by . This book was released on 2006 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Multimedia Software on Word Problem solving Performance for Students with Mathematics Difficulties written by You-Jin Seo and published by . This book was released on 2008 with total page 526 pages. Available in PDF, EPUB and Kindle. Book excerpt: Computer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, 'Math Explorer, ' was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed.

Download or read book The effects of computer assisted instruction on the mathematical problem solving of students with learning disabilities written by Rwey-Lin Shiah and published by . This book was released on 1994 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Computer Assisted Instruction on Problem Solving Skills for Seventh Eighth and Ninth Grade Mathematics Students and a Guide to Mathematics Software written by John H. Treveiler and published by . This book was released on 1989* with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Conceptual Model Based Problem Solving written by Yan Ping Xin and published by Springer Science & Business Media. This book was released on 2013-02-11 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati

Download or read book The Effects of Computer assisted Contextualized Instruction on Mathematical Word problem Solving for Students with Learning Disabilities written by Jennifer Anne Dix and published by . This book was released on 2007 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well.

Download or read book The Effects of Computer assisted Instruction on Developing Mathematical Problem solving Skills written by Mary W. Wise and published by . This book was released on 1997 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Assessing the Impact of Computer Based Instruction written by Margaret D Roblyer and published by CRC Press. This book was released on 1988-11-16 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Can computer applications help improve student performance? For what skills, grade levels, content areas, and type of students are computer applications most effective? Can computer applications improve student attitude toward school and decrease drop-out rates? Discover what the research reveals--in this provocative new book--about these and other crucial questions concerning the impact of computer-based instruction. Assessing the Impact of Computer-Based Instruction provides the most comprehensive and up-to-date summary available on the effects of computer applications on both student achievement and attitudes. Within its pages are also the most extensive bibliography ever prepared on past reviews of research, current reports and articles, and dissertations in the area of computer uses in education. This groundbreaking new book provides educational decisionmakers with the facts they need in order to justify the expense and effort of maintaining and expanding the instructional role of computers in schools. It is also useful as a resource text in the pre-service training of computer educators and for graduate students doing research in instructional computing.

Download or read book The Effects of Computer assisted Mathematics Instruction on Mathematics Grades Attitudes Towards Mathematics and Problem solving Abilities of Students in Grades 7 12 written by Abdullah Saleh Al-Ghamdi and published by . This book was released on 1993 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer Assisted Instruction on Math Achievement of Basic Math Multiplication Facts for 4th Grade Students written by Stephanie Mills Curry and published by . This book was released on 2002 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Posing and Solving Mathematical Problems written by Patricio Felmer and published by Springer. This book was released on 2016-04-29 with total page 400 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book collects recent research on posing and solving mathematical problems. Rather than treating these two crucial aspects of school mathematics as separate areas of study, the authors approach them as a unit where both areas are measured on equal grounds in relation to each other. The contributors are from a vast variety of countries and with a wide range of experience; it includes the work from many of the leading researchers in the area and an important number of young researchers. The book is divided in three parts, one directed to new research perspectives and the other two directed to teachers and students, respectively.

Download or read book The Effect of Computer Assisted Instruction on Algebraic Problem solving Abilities of Community College Students written by Kamal Sadatmand and published by . This book was released on 1994 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer assisted Instruction on Student Self concept Locus of Control and Level of Aspiration written by Ian David Smith and published by . This book was released on 1971 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Efficacy of Computer assisted Instruction in Mathematical Problem solving for Students with Learning Disabilities written by Debra A. Sundin and published by . This book was released on 2005 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Computer Assisted Instruction on the Remediation of Math Deficiencies in an At risk Elementary Population written by Amber St. Martin and published by . This book was released on 2007 with total page 86 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the current study, the researcher targeted basic skill remediation in math. These skills included addition, subtraction, multiplication, and division using single- and multiple-digit problems ... Positive findings were observed with 9 of the 16 students able to meet grade level expectations. This contributed to the body of evidence that has found CAI to be effective.

Download or read book Differential Effects of Three Computer assisted Instruction Programs on the Development of Math Skills Among Primary Grade Students written by Karyn N. Erkfritz-Gay and published by . This book was released on 2009 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: Past research has documented that the effectiveness of three different math strategies delivered to students via one-on-one instruction (i.e., cover-copy-compare (CCC); e.g., Skinner, Turco, Beatty, & Rasavage, 1989, traditional drill and practice (TDP); e.g., Cybriwsky & Schuster, 1990, and constant time delay (CTD); Kulik, 1994). This study examined the effects of these three strategies that were delivered via a computer (i.e., computer assisted instruction, CAI) on first-grade students' mathematics performance. Addition skills for numbers that sum to 10 or less served as the target mathematics area. Variables of interest included: accuracy as measured by number of problems completed correctly, fluency as measured by digits correct per minute, average latency to respond as measured by time taken for the student to respond divided by the number of problems attempted within the CAI program, and number of learning trials as measured by number of opportunities to respond to presented stimuli. Pre- and post-test addition probes were examined on two variables, accuracy, and fluency. Teacher and student acceptability were assessed using rating forms. Further, follow-up probes were administered at one-week and one-month following the completion of the computer program to assess fluency and accuracy generalization and maintenance from keyboard typed responses to written responses. Results indicated no statistically significant between group differences on the instructional variables of interest examined during the CAI program. Further, no statistically significant between group differences were found on accuracy and fluency scores on the post-test, one-week and one-month follow-up probes. Students generally found computer procedures acceptable. In addition, there were no differences found on the measure between the CAI groups. Teacher ratings suggested a preference toward TDP and CTD procedures over CCC procedures. Possible explanations for these results, implications of the findings, and avenues for future research are discussed.