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Handheld Computer Algebra Systems in the Pre-Algebra Classroom

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dc.contributor.advisor Hjalmarson, Margret A. Gantz, Linda Ann Galoforo
dc.creator Gantz, Linda Ann Galoforo 2010-04-23 2010-06-15T14:47:02Z NO_RESTRICTION en_US 2010-06-15T14:47:02Z 2010-06-15T14:47:02Z
dc.description.abstract This mixed method analysis sought to investigate several aspects of student learning in pre-algebra through the use of computer algebra systems (CAS) as opposed to non-CAS learning. This research was broken into two main parts, one which compared results from both the experimental group (instruction using CAS, N = 18) and the control group (traditional instruction without CAS, N =14), and another which looked more in-depth at eight students‘ ability to answer questions following instruction using CAS. The first purpose of this study was to evaluate the impact of using CAS on student learning and the second was to explore students‘ attitudes towards mathematics and whether certain aspects of a student‘s attitude could be linked to their achievement. This research did show significant difference in gain scores for the experimental group over the control group, F(1, 32) = 12.368, p = 0.003. However, triangulation between the different 2 measures used to support increased procedural and conceptual understanding proved inconclusive. The current results do not predict future trends on the effectiveness of CAS; however, these findings suggest that CAS could play a role in student retention and understanding of procedures as well as improved attitudes towards mathematics. Future studies on CAS should look to disaggregate student performance by Adequate Yearly Progress (AYP) subgroups.
dc.language.iso en
dc.subject Computer Algebra Systems (CAS) en_US
dc.subject pre-algebra en_US
dc.subject procedural en_US
dc.title Handheld Computer Algebra Systems in the Pre-Algebra Classroom
dc.type Dissertation Doctor of Philosophy Education en_US Doctoral Education George Mason University

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