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Journal of Educators Online, v13 n2 p53-75 Jul 2016

The math emporium model was first developed by Virginia Tech in 1999. In the emporium model students use computer-based learning resources, engage in active learning, and work toward mastery of concepts. This approach to teaching and learning mathematics was piloted in a rural STEM high school. The purpose of this experimental study was to compare the impact of the emporium model and the traditional approach to instruction on student achievement and retention of algebra. The results indicated that both approaches to instruction were equally effective in improving student mathematics knowledge. However, the findings revealed that the students in the emporium section had significantly higher retention of the content knowledge.

Descriptors: Retention (Psychology), Mathematics Education, Algebra, Secondary School Mathematics, Mastery Learning, Electronic Learning, Computer Software, Mathematics Teachers, Mathematics Instruction, Common Core State Standards, Computer Assisted Instruction, Teaching Methods, Comparative Analysis, Mathematics Achievement, Technology Uses in Education, Mathematics Skills, Conventional Instruction, Academic Achievement, High School Freshmen, STEM Education, Achievement Tests, Experimental Groups, Control Groups

Journal of Educators Online. 500 University Drive, Dothan, AL 36303. Web site: http://www.thejeo.com

Autor: Wilder, Sandra; Berry, Lisa

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2132&id=EJ1106734

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