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Book The Effects of Technology on Student Achievement in Mathematics

Download or read book The Effects of Technology on Student Achievement in Mathematics written by Meghan M. Schepis and published by . This book was released on 2005 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Youngsters Solving Mathematical Problems with Technology

Download or read book Youngsters Solving Mathematical Problems with Technology written by Susana Carreira and published by Springer. This book was released on 2016-02-19 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters’ mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students ́ and teachers ́ perspectives on mathematics learning, especially school compared to beyond-school mathematics.

Book Impact of IPad Technology on Achievement in Math

Download or read book Impact of IPad Technology on Achievement in Math written by Cody Joseph Geiser and published by . This book was released on 2013 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: As iPads become more prevalent in education, questions about their effect on student achievement are important to explore. By setting up a control group, who are taught using traditional techniques, and an experimental group, who have each lesson supplemented with iPad activities, the study was designed to shed some light on how iPads can influence student achievement in mathematics. Data from the students' scores and their own analysis of their learning was used to determine the outcome of the study. The results of the analysis of study found that Algebra 8 classroom using iPads tested lower and improved less than the classroom that was taught without the iPad supplemental activities. However, the student response to utilizing iPads regularly in class was strongly favored and the students as a whole felt that the iPad activities did help them learn. Due to a variety of reasons and factors, further research on utilizing technology in education will be important for schools and educators to make decisions about how best to educate their students.

Book Resources in Education

Download or read book Resources in Education written by and published by . This book was released on 1990 with total page 808 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book Resources in Education

Download or read book Resources in Education written by and published by . This book was released on 2001-10 with total page 1144 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Book The Impact of Using Technology on Student Achievement

Download or read book The Impact of Using Technology on Student Achievement written by Barbara Renee Buckner and published by . This book was released on 2011 with total page 498 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of TI-Nspire graphing calculator use on student achievement and on teacher behavior variables of planning, teaching, and assessing. This study investigated the teaching of functions by teachers using the TI-Nspire graphing calculator versus teachers using a non-graphing scientific calculator. A review of the literature found that the emergence of calculators and computers has changed the way mathematics is both done and used (Ellington, 2006; Thorpe, 1989; & Kieran, 1992). Research also showed that students can effectively use a graphing calculator as an instructional tool to make and understand different types of representations (Choi-Koh, 2003; Colgan, 1993; and Drijvers & Doorman, 1996). Other studies have shown how graphing calculator use has engaged students in higher level thinking skills (Dessart, DeRidder, Charleen, & Ellington, 1999; Ellington, 2006; Graham & Thomas, 1998; Keller & Hirsch, 1998; Huntley, Rasmussen, Villarubi, Sangtong, & Fey, 2000; & Ronau et al., 2008). Since it is a relatively new tool, there is a limited amount of research on the classroom use of the TI-Nspire. The TI-Nspire is designed to link together multiple-representations within a single problem, so the concept of functions is an ideal context within which to study the impact of the TI-Nspire. This was a quasi-experimental study. The researcher gathered and analyzed pretest, post-test, and post post-test data on student performance on function concepts. The study included a 90 minute classroom observation of each class as well as document analysis of weekly questionnaires, daily lesson plans, and daily assessments. Vignettes employed classroom observations, document analysis, and thick description to triangulate the results of the qualitative analysis. During the summer prior to this study, all teachers attended 12 hours of training over the course of two days with a National Texas Instruments Instructor in which they were trained to use the TI-Nspire graphing calculator. Teachers were then given a TINspire, TI-Nspire emulator and access to online Atomic learning video training (Atomic Learning, 2011), to continue their exploration of the TI-Nspire. The week prior to the study, the teachers attended another day of professional development activity taught by a Texas Instruments Trained Cadre member. This "Function Focused Session" was six hours long and provided review on the TI-Nspire, specific training about teaching the function concept with the TI-Nspire, and time to create lesson plans and activities for this study. During the two weeks of treatment and two weeks of follow up, teachers met once a week for "Weekly Touchdown Sessions" a 90 minute meeting held after school to complete a weekly questionnaire, turn in lesson plans, assessments, and receive further professional development on the TI-Nspire. Providing a trained Texas Instruments Instructor on a weekly basis to answer questions, assist in providing direction for the following week, and meeting weekly with the teachers to complete questionnaires were vital strategies necessary to support teachers with this new technology tool and to assure their fidelity in treatment implementation and control maintenance. All professional development sessions were taught by Texas Instruments trained Instructors. The results from four teachers, each with one treatment class using the TI-Nspire and one control class using a non-graphing scientific calculator, were significant on the pre-test with the control group having a higher mean score than the treatment group and statistical significance on the post post-test with the treatment group having a higher mean score than the control group. While there was a statistically significant effect of Teacher Zeta on the post-post test in comparisons with the other teachers, most of the teacher effect was controlled for within the design of the study. To control for teacher effect, all teachers taught both a treatment and a control class. For each teacher, one of their two algebra classes was randomly assigned to treatment and the other was then assigned to control. There was not enough power in the data to properly analyze the effect of socioeconomic status and special education. This study supports the use of TI-Nspire graphing calculators in Algebra classrooms while studying the concept of functions. This study shows that, while using the TI-Nspire graphing calculator, the use of multiple representations and higher Depth of Knowledge activities can be used to improve student achievement, and impact classroom teaching, and lesson planning. While this study shows the impact of the TI-Nspire graphing calculator for the concept of functions, further research is needed to continue evaluating the impact of the TI-Nspire across additional mathematics topics.

Book The Effects of a Web based Instructional Program

Download or read book The Effects of a Web based Instructional Program written by Penelope Pritchett Hill and published by . This book was released on 2018 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: As advances in technology allowed national and state education assessments to be administered digitally, many school districts transitioned to computer-based instructional programs and assessments to improve student achievement and better prepare students for high-stakes computerized assessments. One such rural public school district in Mississippi implemented a supplemental web-based instructional program, i-Ready, for the first time in the 2017-2018 school year. The purpose of this study was (a) to investigate the effects of the i-Ready program on student achievement in Grades 4 – 5 reading/language arts and mathematics and (b) to determine if there were significant differences in growth (from pretest to posttest) among performance levels of students in Grades 4 – 5 on the 2017 state assessment in reading/language arts and mathematics. A quantitative research design using existing data was used to conduct the study, and the paired-samples t-test provided the primary means of analysis for research questions one and two to determine the effect of the i-Ready program on student achievement. The one-way analysis of variance (ANOVA) was used as the primary means of analysis for research questions three and four to determine if there were significant differences in growth among students across Performance Levels 1 – 5. The results from the research study showed the i-Ready program had a positive impact on student achievement in reading and math for Grades 4 – 5. No statistically significant differences were found in student growth among the performance level groups indicating all students were impacted by the program. Recommendations for future research include: (a) conducting longitudinal studies to determine long-term effects of participation in the i-Ready program, (b) analyzing methods of implementation by classroom teachers, (c) measuring i-Ready’s predictability of proficiency and growth on state assessments, and (d) conducting studies of other online instructional programs using control groups.

Book The Impacts of Technology on Summative and Self assessment

Download or read book The Impacts of Technology on Summative and Self assessment written by Brietta Schluender and published by . This book was released on 2014 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the effects on students when the instructor is introducing technology in the math classroom, by taking advantage of a favorable opportunity to study two populations with highly contrasted levels of access to technology. White Bear Lake High School went from minimal technology in 2010 to a school infused with technology by 2013.The instructor applied for a grand to receive a smartboard which was approved. Also, the instructor received a classroom set of graphing calculators that students could use in class and check out to bring home. Students' achievement on a unit test in Algebra 2 and their overall attitude towards the technology were analyzed for two populations. A control group of 63 students from an Algebra 2 class in 2010 had minimal technology available. These students did not have access to graphing calculators and the instructor taught on an overhead projector. A treatment group from 2013 of Algebra 2 students had significantly increased access to technology. This treatment group had a class website with math resources tailored to eat class, a set of graphing calculators, an interactive whiteboard and the use of smartphones. The mean score on the unit tests was 32 for both populations and the treatment group had a median of one point higher than the control group. The students in this study who had access to technology self-reported a high level of enjoyment using that technology to solve problems. The instructor reported that students complained less about doing longer math problems when they had access to technology.

Book Students Literacy and Math Academic Achievement After the Implementation of One to one Devices

Download or read book Students Literacy and Math Academic Achievement After the Implementation of One to one Devices written by Danny Herrera and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the effect of technology, in particular the effect of one-to-one devices in literacy and math academic achievement. The study explored how technology may affect students’ reading and math scores. The study involved students from a public school district located in Upstate New York in the county of Chemung. The data analysis was based on the annual Northwest Evaluation Association (NWEA) MAP Growth Rasch Unit reading and math assessment scores to measure student academic achievement in literacy and math. Using a Repeated Measures ANOVA and t-test, the research study examined students’ NWEA MAP Growth Rasch Unit reading and math scores for a cohort of five hundred and seventy-eight students. The reading and math scores of the same five hundred and seventy-eight participants in the study were analyzed through the course of two consecutive years following the implementation of one-to-one devices as an instructional tool. The data represented fall and spring NWEA MAP Growth assessment Rasch Unit reading and math scores from 2017 to 2019. The annual reading and math scores were compared to better understand the effect of technology on students’ reading and math academic achievement when one-to-one devices are implemented. Results showed noteworthy improvement in students’ literacy and math academic achievement after the implementation of one-to-one devices for a span of two years.

Book An Examination of the Impact of Smart Pen Technology on Mathematics Achievement and Attitudes of Community College Students

Download or read book An Examination of the Impact of Smart Pen Technology on Mathematics Achievement and Attitudes of Community College Students written by Amy M. Marolt and published by . This book was released on 2011 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to examine the impact of instructional use of smart pen technology on the mathematics achievement and attitudes of community college students enrolled in a College Algebra course. This quasi-experimental, mixed-methods study utilized a nonequivalent control-group design. In this study, two sections of College Algebra were analyzed with one section serving as a treatment group which had access to an online archival of smart pen documents. The other section served as a control group which had access to an online archival of digital documents which did not have smart pen capabilities. The first hypothesis sought to analyze the effect of the pen on students' mathematics achievement. Pretest and posttest data were collected from students in both sections. Using an ANCOVA test, results indicated that there was no significant difference in mean mathematics achievement scores by instructor's use of the smart pen as an instructional aid when controlling for pretest scores. The second hypothesis examined the number of times students viewed the online documents. The online communication platform collected data regarding how often each document was accessed by the students. Using a one-way chi square test, results indicated there was no significant difference in the distribution of student views of online course notes by the existence of smart pen documents for instructional use. The third research question investigated student attitudes regarding mathematics. This question was explored qualitatively using participant interviews from each group. Using an interview protocol, the researcher questioned students about their attitudes toward mathematics, mathematics self-efficacy, use of the online documents, and satisfaction with the course. Responses of the interviews indicated that participants from each group held different views of how the documents should be utilized. Students from the treatment group also seemed to be more satisfied with their understanding attained in the course. Findings indicated that the instructor's use of smart pen technology did not significantly impact student achievement or attitudes. This lack of significance could be attributed to the low number of students who actually accessed the documents. The findings indicate the need for further research regarding the effects of smart pen technology.

Book Effects of Technology on Students Achievement

Download or read book Effects of Technology on Students Achievement written by Rana M. Tamim and published by . This book was released on 2008 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Numerous meta-analyses addressing the effect of technology on student achievement differ by focus, scope, content, sample, and methodological quality, making the interpretation of the overall effect challenging. To overcome this problem, this dissertation implemented a systematic quantitative synthesis procedure (second-order meta-analysis) to answer the question: does technology use enhance student achievement in formal face-to-face classroom settings as compared to traditional (no/low technology) settings, while taking methodological quality into consideration. Literature searches and review processes resulted in 37 relevant meta-analyses involving 1253 different primary-studies (approximately 130,300 participants). After examining the lists of primary studies, 25 meta-analyses incorporating 1055 primary studies (approximately 109,700 participants) were found to have greatest coverage of the overall set of primary-studies while minimizing the problem of overlap in primary literature. Analyses revealed a variety of weaknesses in the implementation of the meta-analytic procedures. To synthesize the 25 effect-sizes from the unique meta-analyses, two standard error approaches were used, one based on sample sizes in the primary studies, and one based on number of studies included in individual meta-analyses. The weighted mean effect-sizes from the two approaches, 0.315 and 0.333 respectively, were significantly different from zero. Results from the first approach revealed a high level of heterogeneity while those from the second one were homogeneous. Moderator analysis for results from the first approach revealed that higher methodological quality meta-analyses and higher inclusivity regarding the covered literature and incorporated research designs in a meta-analysis were associated with lower average effect-sizes. To validate these findings, 574 individual effect-sizes (60,853 participants) were extracted from 13 meta-analyses that provided sufficient information. The weighted mean effect-size of 0.304 was significantly different from zero and highly heterogeneous thus supporting the findings of the second-order meta-analysis with both approaches. The results consistently represent a medium strength effect-size, favouring the utilization of technology. Guidelines for conducting a second-order meta-analysis with advantages and disadvantages of the used approaches are presented and discussed with suggestions for applicability in different settings. Implications for technology use are offered and recommendations for future meta-analyses are suggested, including the need for greater systematicity, rigour and transparency in implementation and reporting.

Book Perceptions and Beliefs about Technology on the Learning of Math Concepts

Download or read book Perceptions and Beliefs about Technology on the Learning of Math Concepts written by Jennifer Reil and published by . This book was released on 2011 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quasi-experimental study examined the impact using technology in the math classroom on student achievement. The researcher used a sample of convenience to compare whether students performed better after technology was introduced into classroom instruction. ... The MCAS scores of these two groups were compared. ... Implications from these findings suggest that the claims made about technology must be analyzed closely before making important decisions regarding instructional practices. Students and teachers differed only slightly in their beliefs about the use of technology. Students' who did use technology showed a higher mean scaled score on the MCAS test versus those in the non technology group. The use of technology can be supported by this study due to the evaluation of both the qualitative and quantitative data.

Book The Effect of Metacognition on Mathematics Achievement

Download or read book The Effect of Metacognition on Mathematics Achievement written by Jocelyn Hoff and published by . This book was released on 2013 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the National Center of Education Statistics (2009), American students perform at a lower level of achievement than the nation expects of them. On the 2007 Trends in International Mathematics and Science Study (TIMSS), the United States average mathematics score was 508 for eighth grade students. This is above the average of 500, but below five of the other 47 countries that participated. Chinese Taipei, Korea, Singapore, Hong Kong, and Japan had higher average scores than the United States. On the 2006 Program for International Student Assessment (PISA), the United States average score of 474 for 15 year olds. This is lower than the average of 498; American youth are in the lowest fourth of participating countries. They performed below 23 of the other 29 countries that are participated and are members of Organization for Economic Cooperation and Development (OECD). Mathematics is important for the economic and technological future of the United States. Students need to be prepared for careers that require mathematics skills. President Obama, in his State of the Union address in 2011 said, "Maintaining our leadership in research and technology is crucial to America's success...if we want innovation to produce jobs in America and not overseas, then we also have to win the race to educate our kids." The Business of Higher Education Forum (2011), found that only 17% of high school seniors are both interested in science, engineering, technology, and mathematics (STEM) and mathematically proficient. John Flavell developed the idea of metacognition in 1976. Study after study proved that "thinking about thinking" improves academic achievement. Metacognition relates well to the new Common Core State Standards for Mathematical Practice, which promote conceptual understanding, explanations of processes, and reasoning. Because "the sharp falloff in mathematics education in the U.S. begins as students reach late middle school" (U.S. Department of Education, 2008, p. xiii), this study aimed to determine if metacognitive routines in a middle school mathematics class would effect student achievement on a chapter test. Quantitative data was collected from middle school students in Northern California. Seventh grade mathematics students took a pre-test, post-test, and post post-test on solving equations. Students also completed a survey. One class was the experimental group, in which students participated in metacognitive routines. The other class was the control group, in which students did not participate in metacognitive routines. There was no significant difference in the test scores between the experimental and control groups. However, the experimental group's assessment of their confidence more accurately reflected their scores on the post post-test. This result corresponds with self-regulated learning, which includes metacognition. Other significant findings resulted when analyzing data by gender. Girls in the experimental group retained more knowledge than the boys on short answer questions. In the control group, girls were more confident, girls performed better on the talk to the equation question, and males performed better on the multiple-choice questions. Girls in the experimental group retained more knowledge than the girls in the control group on the short answer questions.