This study investigated the relationship between Common Core Algebra (CCA) courses that do not use TI-Nspire technology to CCA courses that use TI-Nspire technology. To address the problem of the study and attempt to answer the research question by evaluating the hypothesis, this study used quazi-experimental research design. Two quantitative data instruments were used to investigate the variables: A pretest was used to determine if all participants in the study were not at an advantage due to prior mathematical knowledge. A posttest was used to determine if there was a difference of the mean scores of the control and treatment groups. The population of the study was ninth grade students in a public high school who were enrolled in CCA. The major findings noted that the means of the pretest scores were statistically equivalent while the means of the posttest score were statistically different. The findings suggest the use of TI-Nspire technology in CCA classrooms is, in fact, a benefit to students. It further recommends the study be replicated with a larger student population and sample size within an expanded geographical area.
|Advisor:||Sims, Paul A.|
|Commitee:||Kwon, Samuel M., Mangan, Michelle A.|
|School:||Concordia University Chicago|
|School Location:||United States -- Illinois|
|Source:||DAI-A 76/11(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational leadership, Educational technology|
|Keywords:||Common core algebra, Graphing calculator, TI-Nspire|
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