ERIC Number: EJ1054730
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 57
The Impact of Technology-Enhanced Curriculum on Learning Advanced Algebra in US High School Classrooms
Hegedus, Stephen J.; Dalton, Sara; Tapper, John R.
Educational Technology Research and Development, v63 n2 p203-228 Apr 2015
We report on two large studies conducted in advanced algebra classrooms in the US, which evaluated the effect of replacing traditional algebra 2 curriculum with an integrated suite of dynamic interactive software, wireless networks and technology-enhanced curriculum on student learning. The first study was a cluster randomized trial and the second was a quasi-experimental replication study using a subset of the original treatment teachers. Both studies demonstrated significant impact on student learning of core algebra concepts including both procedural and conceptual problems. Various variables were modeled to understand the impact of such an intervention including demographic factors and class level. We found that being in an honors class significantly predicts learning gains but being in a non-honors SimCalc class significantly predicts learning gains versus all other groups. We also found significant effects of treatment on difference scores for problems which demanded simple procedural approaches and those that demanded complex conceptual understanding.
Descriptors: Algebra, Mathematics Instruction, Mathematics Curriculum, Computer Software, Educational Technology, Technology Uses in Education, Comparative Analysis, Control Groups, Experimental Groups, Quasiexperimental Design, Mathematical Concepts, Teaching Methods, Intervention, Demography, Honors Curriculum, Predictor Variables, Achievement Gains, Scores, Mathematics Achievement, Conventional Instruction, High Schools, Secondary School Mathematics
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A