 |
Edited by
Dr. David J. Ayersman, Mary Washington College, and Dr. W.
Michael Reed,
New York University
|
| formerly Journal of Research on Computing in
Education |
Volume 34 Number
2 2001-2002
Does
the Use
of Learning Logic in Algebra I Make a Difference in
Algebra
II?
Carolyn M. Carter and Lyle R. Smith
Augusta State University
Abstract
The purpose of this study was to determine if the
use of the
integrated learning system Learning Logic
(1990–2000)
by high school students in Algebra I had a
significant effect
on the performance of these students when they
subsequently
enrolled in a traditionally taught Algebra II
course. In the
four high schools selected, Learning Logic was used
for some
Algebra I sections and other sections of Algebra I
were taught
without the use of Learning Logic. All such students
who enrolled
in Algebra II were included in the sample. Results
of the
analysis of Algebra II grades revealed no
significant differences
between students who used Learning Logic in Algebra
I and
students who did not use Learning Logic in Algebra
I. Teachers
who used Learning Logic noted some benefits in terms
of student
attitudes.
Contributors
Carolyn Carter has her educational specialist degree
in mathematics
education from Augusta State University. She has
taught high
school mathematics, and she currently writes
curriculum for
mathematics programs.
Lyle Smith has a PhD in mathematics education from
Texas
A&M University. He teaches courses in
statistical analysis
at Augusta State University.
Download
the full article (PDF, 24 KB, PDF Instructions)
Contact
Carolyn M. Carter
Augusta State University
Department of Clinical & Professional
Studies
Augusta, GA 30904
carter-family@mindspring.com
Copyright
© 2001, ISTE (International Society for Technology in Education).
All rights reserved.
| algebra, computer-assisted
instruction,
integrated learning system, Learning Logic
software. |
|
