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 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.
|School:||George Mason University|
|School Location:||United States -- Virginia|
|Source:||DAI-A 71/05, Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational technology|
|Keywords:||Algebra, CAS, Handheld computer, Prealgebra, Procedural|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be