東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Is there a relationship between the ...

Arabie, Stella J.

FindBook

Google Book

Amazon

博客來

Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data./
作者:	Arabie, Stella J.
面頁冊數:	79 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
標題:	Educational technology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712035
ISBN:	9781321885880

Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data.
Arabie, Stella J.

Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data. - 79 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ed.D.)--University of Louisiana at Lafayette, 2015.

The general purpose of this study is to examine the relationship between the use of calculators in mathematics classes and mathematics achievement scores. Is it the case that students who use calculators for basic numerical calculations, for graphing, or for statistical representations tend also to have higher achievement scores in mathematics than students who do not use calculators for these purposes or who use them less frequently? The findings of this research provide empirical evidence to support or oppose the use of calculators in mathematics education. This study includes a review of the literature that begins with a historical perspective detailing how educational technology has evolved in the American education system and how its significance with regards to student achievement has increased over time. Through an examination of the literature, the technological tools and characteristics of student achievement that are most relevant in our American educational system are identified. This includes an acknowledgement of how national standards and governmental accountability policies have transformed our need to redefine the relationships between several factors in classrooms. Literature that examines calculator usage, as well as research that uses NAEP data, is a particular focus. In addition to student scores, this research recognizes that there may be other benefits to the incorporation of technology into today's classrooms. A quantitative, non-experimental, causal-comparative, ex-post facto research design is used. Using multiple data analysis methods, a relationship between some uses of the calculator and student achievement is uncovered. This finding, as well as the evolving state of educational technology, leaves much room for future research.

ISBN: 9781321885880Subjects--Topical Terms:

517670
Educational technology.

Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data.
LDR:02836nmm a2200289 4500 001 2074908
005 20161008135057.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781321885880
035 $a (MiAaPQ)AAI3712035
035 $a AAI3712035
040 $a MiAaPQ $c MiAaPQ
100 1 $a Arabie, Stella J. $3 3190265
245 1 0 $a Is there a relationship between the frequency of calculator usage in the mathematics classroom and student achievement scores? A national study using the National Assessment of Educational Progress data.
300 $a 79 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Advisers: Robert O. Slater; Pavel Samsonov.
502 $a Thesis (Ed.D.)--University of Louisiana at Lafayette, 2015.
520 $a The general purpose of this study is to examine the relationship between the use of calculators in mathematics classes and mathematics achievement scores. Is it the case that students who use calculators for basic numerical calculations, for graphing, or for statistical representations tend also to have higher achievement scores in mathematics than students who do not use calculators for these purposes or who use them less frequently? The findings of this research provide empirical evidence to support or oppose the use of calculators in mathematics education. This study includes a review of the literature that begins with a historical perspective detailing how educational technology has evolved in the American education system and how its significance with regards to student achievement has increased over time. Through an examination of the literature, the technological tools and characteristics of student achievement that are most relevant in our American educational system are identified. This includes an acknowledgement of how national standards and governmental accountability policies have transformed our need to redefine the relationships between several factors in classrooms. Literature that examines calculator usage, as well as research that uses NAEP data, is a particular focus. In addition to student scores, this research recognizes that there may be other benefits to the incorporation of technology into today's classrooms. A quantitative, non-experimental, causal-comparative, ex-post facto research design is used. Using multiple data analysis methods, a relationship between some uses of the calculator and student achievement is uncovered. This finding, as well as the evolving state of educational technology, leaves much room for future research.
590 $a School code: 1363.
650 4 $a Educational technology. $3 517670
650 4 $a Educational leadership. $3 529436
650 4 $a Mathematics education. $3 641129
690 $a 0710
690 $a 0449
690 $a 0280
710 2 $a University of Louisiana at Lafayette. $b Educational Leadership. $3 2097874
773 0 $t Dissertation Abstracts International $g 76-11A(E).
790 $a 1363
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3712035