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The Effect on Student Achievement of Adding Experiments in a College Basic Algebra Class
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The Effect on Student Achievement of Adding Experiments in a College Basic Algebra Class
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Title
The
Effect
on
Student
Achievement
of
Adding
Experiments
in a
College
Basic
Algebra
Class
Author
Middleton
,
Holly
J
.
Keywords
Mathematics
instruction
;
Rule
of
four
;
Function
Abstract
In
recent
years
,
teaching
methodologies
have
expanded
to
include
an
emphasis
on
presenting
mathematical
concepts
using
analytical
,
numerical
,
graphical
, and
verbal
representations
. These
representations
are
universally
referred
to as the
Rule
of
Four
.
Despite
the
advancement
of this
teaching
methodology
,
students
still
struggle
to
understand
and
demonstrate
comprehension
of the
concept
of
function
.
Learning
what
function
means
and how
functions
can
be
represented
in
different
ways
develops
the
students’
abilities
to
think
logically
.
Discovering
these
logical
connections
helps
to
improve
mathematical
thinking
. The
purpose
of this
study
was to
determine
if an
understanding
of
multiple
representations
as
related
to
functions
is
enhanced
by
adding
experiments
to
classroom
instruction
.
Two
college
basic
algebra
classes
were
selected
for
sample
groups
.
Both
groups
were
taught
using
the
Rule
of
Four
.
Experiments
were
added
to the
curriculum
for the
treatment
group
,
thereby
implementing
the
Rule
of
Five
.
Data
from
pre-treatment
examinations
,
post-treatment
examinations
,
surveys
and
interviews
were
analyzed
to
explore
the
effectiveness
of
adding
experiments
to
instruction
.
Post-treatment
examination
scores
for the
treatment
group
were
significantly
higher
than the
control
group
.
However
, there was not
enough
statistical
evidence
to
conclude
that the
difference
in
post-treatment
examination
scores
can
be
attributed
to the
addition
of
experiments
alone
. On the
other
hand
,
student
interviews
revealed
that the
experiments
provided
an
enhanced
understanding
of the
multiple
representations
of
functions
and the
students
were
unanimous
in their
perceptions
of the
validity
of
adding
experiments
to
classroom
instruction
.
Subject
Mathematics--Study and teaching; Education--Teaching Methods & Materials--Mathematics
Degree
M.A. Jacksonville University 2011
Department
Mathematics
Advisor
Nancarrow, Michael
Publisher
Jacksonville University
Document Type
Thesis
Date Original
2011-12
Format
application/pdf
Pages (Extent)
1 online resource (v, 49 pages) : illustrations, text file, PDF.
Language
en
Rights
Copyright is retained by the author.
Digital Collection
Jacksonville University Theses
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