Download or read book The Effects of Instruction Using Manipulatives on Students Understanding of the Concept of a Variable in an Introductory College Algebra Course written by Edwin George Oltmanns and published by . This book was released on 1995 with total page 318 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of Student Understanding from Student created Math Manipulatives written by and published by . This book was released on 2015 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Using Technology on Students Understanding in Calculus and College Algebra written by Razieh Shahriari and published by . This book was released on 2019 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed qualitative and quantitative methods study addressed the effect of technology on college algebra and survey of calculus students' understanding. This research study was conducted in fall 2016 on eight college algebra classes with a total of 315 students, and in summer 2017, on two survey of calculus classes with a total of 40 students at the University of Arkansas. Several sources were used to collect data. A pre- and post- student attitude survey was administered during the first and last week of the semester for both college algebra and survey of calculus courses. Students' scores and paper work on three written tests (review test 1, review test 2 and concept test) in college algebra and students' scores and paper work on two written tests (review test 1 and review test 2) in survey of calculus were collected. The concept test was the only paper test normally administered in college algebra. Quantitative and qualitative data analysis enabled discussion of the effect of technology on students' understanding and organization of their work. This research study was guided by the following research questions. 1. How does the use of technology affect college algebra and calculus students' understanding and performance? 2. What areas of college algebra and calculus are affected more by technology? 3. How does using technology affect the organization of college algebra and calculus students' written work? 4. Does the use of technology positively impact college algebra and calculus students' attitudes toward their mathematics skills? The results from the study exposed evidence that use of technology (handheld graphing calculators, online graphing utility Desmos, and smartphone apps) in teaching and learning increased college algebra students' understanding of several concepts such as domain, vertical and horizontal asymptotes, end behavior of a function, and logarithmic functions. In addition, college algebra students' skills such as logical reasoning, use of graph, organization including written order, and correct use of notation and symbols were significantly increased when they used technology. Survey of calculus students' understanding increased in several topics such as finding maximum/minimum for two variable functions, limits, and definite integrals when they used technology in their class activities and on written tests.
Download or read book Resources in Education written by and published by . This book was released on 1998-07 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Framework for Procedural Understanding on College Algebra Students Procedural Skill and Understanding written by John Fredrick Hasenbank and published by . This book was released on 2006 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation examined the effectiveness of an instructional treatment consisting of lecture content, homework tasks, and quiz assessments built around a common Framework for Procedural Understanding. The study addressed concerns about increasing numbers of students enrolling in remedial mathematics courses because they did not develop sufficient understanding in previous courses. The Framework-oriented instruction was designed to help students develop deep and well-connected knowledge of procedures, which has been shown to facilitate recall and promote future learning. Data collection spanned the Fall 2005 semester at a western land-grant university. In the quasi-experimental design, instructors from six intact sections of college algebra were matched into pairs based on prior teaching experience, and the treatment condition was assigned to one member of each pair. Equivalence of treatment and control groups was established by comparing ACT / SAT scores for the 85% of students for whom those scores were available. Data collection consisted of classroom observations, homework samples, common hour exams scores, procedural understanding assessments, supplemental course evaluations, and a final interview with treatment instructors. Analysis of covariance was the primary statistical tool used to compare treatment and control group performances while controlling for attendance rates and pre-requisite mathematical knowledge. Treatment group students scored significantly higher than control group students on the procedural understanding assessments. Moreover, although treatment students were assigned 18% fewer drill questions than controls and 8% fewer problems overall, the gains in procedural understanding were realized without declines in procedural skill. The relationship between understanding and skill was also examined, and students with greater procedural understanding tended to score higher on the skills-oriented final exam regardless of which treatment condition was assigned to them. Finally, the interview with the treatment instructors provided insight into the implementation issues surrounding the treatment. They expressed concerns about time constraints and reported initial discomfort with, but eventual appreciation for, using the Framework for Procedural Understanding to guide instruction. The Framework-oriented treatment was found to be effective at helping students develop deeper procedural understanding without declines in procedural skill. Additional implications and recommendations for future research are also discussed.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-11 with total page 534 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book How Students Think When Doing Algebra written by Steve Rhine and published by IAP. This book was released on 2018-11-01 with total page 351 pages. Available in PDF, EPUB and Kindle. Book excerpt: Algebra is the gateway to college and careers, yet it functions as the eye of the needle because of low pass rates for the middle school/high school course and students’ struggles to understand. We have forty years of research that discusses the ways students think and their cognitive challenges as they engage with algebra. This book is a response to the National Council of Teachers of Mathematics’ (NCTM) call to better link research and practice by capturing what we have learned about students’ algebraic thinking in a way that is usable by teachers as they prepare lessons or reflect on their experiences in the classroom. Through a Fund for the Improvement of Post-Secondary Education (FIPSE) grant, 17 teachers and mathematics educators read through the past 40 years of research on students’ algebraic thinking to capture what might be useful information for teachers to know—over 1000 articles altogether. The resulting five domains addressed in the book (Variables & Expressions, Algebraic Relations, Analysis of Change, Patterns & Functions, and Modeling & Word Problems) are closely tied to CCSS topics. Over time, veteran math teachers develop extensive knowledge of how students engage with algebraic concepts—their misconceptions, ways of thinking, and when and how they are challenged to understand—and use that knowledge to anticipate students’ struggles with particular lessons and plan accordingly. Veteran teachers learn to evaluate whether an incorrect response is a simple error or the symptom of a faulty or naïve understanding of a concept. Novice teachers, on the other hand, lack the experience to anticipate important moments in the learning of their students. They often struggle to make sense of what students say in the classroom and determine whether the response is useful or can further discussion (Leatham, Stockero, Peterson, & Van Zoest 2011; Peterson & Leatham, 2009). The purpose of this book is to accelerate early career teachers’ “experience” with how students think when doing algebra in middle or high school as well as to supplement veteran teachers’ knowledge of content and students. The research that this book is based upon can provide teachers with insight into the nature of a student’s struggles with particular algebraic ideas—to help teachers identify patterns that imply underlying thinking. Our book, How Students Think When Doing Algebra, is not intended to be a “how to” book for teachers. Instead, it is intended to orient new teachers to the ways students think and be a book that teachers at all points in their career continually pull of the shelf when they wonder, “how might my students struggle with this algebraic concept I am about to teach?” The primary audience for this book is early career mathematics teachers who don’t have extensive experience working with students engaged in mathematics. However, the book can also be useful to veteran teachers to supplement their knowledge and is an ideal resource for mathematics educators who are preparing preservice teachers.
Download or read book The Effects of a Computer Algebra System mediated Instructional Approach in an Introductory Calculus Course Toward a Theory of CAS Use in the Calculus Classroom written by Philip R. Smith and published by . This book was released on 1998 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Different College Algebra Courses on Students Understanding of Linear and Exponential Function Concept written by Erick Brian Hofacker and published by . This book was released on 2006 with total page 478 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of a Graphing Approach College Algebra Curriculum on Students Understanding of the Function Concept written by Jeannie Conrad Hollar and published by . This book was released on 1996 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of a Vocabulary enhanced College Algebra Curriculum on Student Understanding written by Olivia Rodriguez Garcia and published by . This book was released on 2002 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of Student Perceptions on Adaptive Learning Systems in College Algebra and Their Effect on Learning Outcomes written by Claire Stuve and published by . This book was released on 2015 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: Low levels of student success in introductory college math courses are rampant. There are several reasons for low pass rates in these courses, with the most serious issue being lack of concept mastery. To aid students in concept mastery, adaptive learning systems were created. These systems adapt instruction for each student and create an individualized learning path, opening new content areas only after the student masters the current content area. However, research on adaptive learning systems is very limited, as these systems are somewhat new, and the research is lacking especially in mathematics courses where the systems are needed most. The purpose of this study was to examine students' self-reported satisfaction about the use of the adaptive learning system. Additionally, final grades of students who used the system were compared to the final grades of students who did not use the system. The results revealed that student satisfaction with mathematics in general did not affect their perceptions about the adaptive learning system and its benefits to their learning. However, overall student satisfaction with the system was low and they did not consider the system beneficial. Nonetheless, students who used the system had higher final grades than students who did not use the system. Therefore, it would benefit students to improve the system based on their suggestions and continue its use in introductory math courses.
Download or read book The Effect of Two Technologies on College Algebra Students Understanding of the Concept of Function written by Gregory Harrell and published by Dissertation Discovery Company. This book was released on 2018-12-06 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: Dissertation Discovery Company and University of Florida are dedicated to making scholarly works more discoverable and accessible throughout the world. This dissertation, "The effect of two technologies on College Algebra students' understanding of the concept of function" by Gregory Kent Harrell, was obtained from University of Florida and is being sold with permission from the author. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation.
Download or read book The Impact of a Short Term Review Treatment Program on Student Success in a College Algebra Course written by Frances Clementi Hopf and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Which included interactive instruction and practice with a minimum requirement of 3 hours per week for the 4-week treatment period; participants who were randomly assigned to the control group received an alternative assignment based upon their college algebra coursework using the online program, MyLabsPlus (Pearson Education, n.d.a) that accompanied the class textbook, with a comparable weekly time requirement. After the four-week treatment period, the remaining 11 weeks consisted of the normal course of study and concluded with a comprehensive departmental final exam not prepared by the course instructor. No significant differences in achievement on the final exam were found between the two groups. Also, there were no interaction effects and no main effects for gender and performance on the final exam. Number of prior attempts at college algebra similarly had no impact upon final exam. However, student achievement in the researcher's class was observed to be higher than that found in the other college algebra classes in the department (i.e. the researcher's students performed higher on the departmental final exam and had a lower failure rate than the overall departmental failure rate). The fact the researcher's college algebra students had greater success when compared to the other college algebra students would suggest other possibilities for future regard. For example, studies comparing use of alternative instructional strategies and/or grading practices may reveal factors that influence college algebra performance. Investigations comparing alternative placement procedures and/or advising strategies might also contribute findings helpful to promoting student success in college algebra.
Download or read book Examining the Effects of College Algebra on Students Mathematical Dispositions written by Kevin L. Watson and published by . This book was released on 2015 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Graphics Calculator enhanced Instruction and Cooperative Learning on College Algebra Students Understanding of the Function Concept Achievement of Algebraic Skills and Attitudes Toward Mathematics written by Yvonne Moore Coston and published by . This book was released on 1994 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Action Based Research Study on How Using Manipulatives Will Increase Students Achievement in Mathematics written by Crystal Allen and published by . This book was released on 2007 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to find out if meaningful educational activities and the use of a manipulative in those activities might have an impact on student achievement. Using manipulative as cognitive tools should improve the teaching and learning process, and encourage student reflections on retaining the information. It has been claimed that the usage of a manipulative not only increases student achievement, but also allows them to improve their conceptual understanding and problem solving skills. The use of a manipulative can also promote a student to have a positive attitude toward mathematics. The research was completed was an action research project with one fifth grade math class over the course of three days. The subjects in this group participate in program by the name of Everyday Math, which they are required to take a pretest and posttest before they are taught any lessons in that unit. Each unit consists of hands-on manipulative, games, partner activities, and everyday mathematics tools. The research was based off of a pretest given the first day, and introduction to the unit using manipulatives on the second day, and a posttest on the third day. All students were given the exact instructions on using pattern blocks to understand the relationship of interior angles in various polygons. All students were given the same pretest and posttest. The results of my study revealed that students using a manipulative improved their level of achievement, increased their understanding, and promoted a positive attitude to a mathematical concept that they previously struggled with before using a manipulative. (Pre-Test and Post-Test Scores/Changes/Averages are appended.).
