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Edited by Dr. David J. Ayersman, Mary Washington College, and
Dr. W. Michael Reed, New York University
Incoming editor: Dr. Lynne Schrum, University of Georgia
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| formerly Journal of Research on Computing in
Education |
Volume 35 Number 2
Winter 2002-2003
The
Effects of Computer-Augmented Geometry Instruction on Student
Performance and Attitudes
Charles Funkhouser
California State University, Fullerton
Abstract
This study reports on the effects of computer
software on mathematics achievement and attitudes toward mathematics of
secondary school
students. Members of an experimental group were involved in
geometry instruction using a constructivist approach to
computer-augmented
activities, while members of a control group were involved in more
traditional geometry instruction. Members of the experimental group
demonstrated significantly better performance on a standardized
test of geometry concepts than the control group at the 0.05 level of
significance. Results of assessments of student attitudes toward
mathematics were mixed. Implications of results for mathematics
instruction
are discussed.
Contributors
Charles Funkhouser is an associate professor of mathematics
education at the California State University, Fullerton. His research
interests
include the application of instructional technology and cognitive
science to mathematics education.
Contact
Charles Funkhouser
California State University, Fullerton
Department of Mathematics
800 N. State College
Fullerton, CA 92834-9480
cpf7951@aol.com
A PDF file of the full articles is available. Contact: jrte@iste.org.
Please specifiy Volume and Issue number and article name.
Copyright © 2002, ISTE (International Society for Technology
in Education).
All rights reserved.
| cognitive science, computer-assisted instruction, constructivism, geometry, mathematics |
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