ERIC Number: EJ1046404
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 34
Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication
Tillman, Daniel A.; An, Song A.; Cohen, Jonathan D.; Kjellstrom, William; Boren, Rachel L.
Journal of Educational Multimedia and Hypermedia, v23 n4 p401-421 Oct 2014
This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students' mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities resulted in: (1) considerable overall gains in students' mathematics test scores and attitudes towards STEM, and (2) statistically significant gains on the "Probability & Statistics" questions. The article concludes that for this group of students if we can provide enough support from teachers for interactive activities that support mathematics learning through digital fabrication, we might positively impact the closing of the achievement gap for these underrepresented populations.
Descriptors: Mixed Methods Research, Mathematics Instruction, Teaching Methods, Student Attitudes, Knowledge Level, Scores, STEM Education, Probability, Statistics, Context Effect, Technology Uses in Education, Educational Technology, Computer Software, Elementary School Students, Middle School Students, Instructional Effectiveness, Teacher Attitudes, Summer Programs, Males, African American Students, Learning Activities, Scientific Concepts, Surveys, Pretests Posttests, Statistical Analysis
Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: email@example.com; Web site: http://www.aace.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Sponsor: National Science Foundation
Authoring Institution: N/A
Grant or Contract Numbers: DRL-1030865|HRD-1342038