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Journal of the Scholarship of Teaching and Learning, v11 n4 p12-25 Dec 2011

Significant research in K-12 education has shown that computer based learning in mathematics positively impacts students' attitudes toward mathematics and greatly increases academic performance. Little research has shown, however, how this success can be replicated in a postsecondary classroom for minority students. This paper is a case study that examines the development and implementation of a complementary learning environment for a computer based College Algebra class. Preliminary results show a 15% increase in student success (earning grade C or higher) compared to national gains of 10% for computer based mathematics classrooms. Furthermore, an evaluation of student performance showed a better understanding of fundamental mathematics concepts and continued success in subsequent mathematics courses, demonstrating the need for further research in the enrichment of computer based learning environments for underrepresented minority students. (Contains 3 tables.)

Descriptors: Student Attitudes, College Students, Algebra, Minority Group Students, Mathematics Instruction, Computer Assisted Instruction, Teaching Methods, Disproportionate Representation, Academic Achievement, Case Studies, Mathematical Concepts, Mathematics Achievement, Grades (Scholastic)

Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl[at]iupui.edu; Web site: http://www.iupui.edu/~josotl





Autor: Kendricks, Kimberly D.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=594&id=EJ956750







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