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Interactive Technology and Engaging ...

Camara, Phyllis.

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Interactive Technology and Engaging Learners in the Mathematics Classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Interactive Technology and Engaging Learners in the Mathematics Classroom./
Author:	Camara, Phyllis.
Description:	264 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
Contained By:	Dissertation Abstracts International75-02A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3601289
ISBN:	9781303520426

Interactive Technology and Engaging Learners in the Mathematics Classroom.
Camara, Phyllis.

Interactive Technology and Engaging Learners in the Mathematics Classroom. - 264 p.

Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.

Thesis (Ph.D.)--Walden University, 2013.

The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.

ISBN: 9781303520426Subjects--Topical Terms:

517670
Educational technology.

Interactive Technology and Engaging Learners in the Mathematics Classroom.
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245 1 0 $a Interactive Technology and Engaging Learners in the Mathematics Classroom.
300 $a 264 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-02(E), Section: A.
500 $a Adviser: Lorraine Cleeton.
502 $a Thesis (Ph.D.)--Walden University, 2013.
520 $a The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.
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