Mathematics Computer-assisted Instruction Research Articles

Creation of Educational Innovations through Cloud-based Constructivism and Connectivism Learning for Undergraduates

This research examined the process of creating educational innovations through cloud-based constructivism and connectivism learning for undergraduates. The objectives were as follows: (1) To examine the cloud-based constructivism and connectivism learning model’s roles in helping undergraduates create educational innovations; and (2) To evaluate the learning and innovation skills of students participating in cloud-based constructivism. The population in the study consisted of 60 undergraduates of Phetchaburi Rajabhat University, acquired using simple random sampling. The undergraduates were enrolled in a course for designing and developing games for education and computer-assisted mathematics instruction. The independent variable was the format of the constructivism and connectivism learning model for undergraduates involving cloud technology to promote innovative education. The dependent variable was the result of innovative education. The research findings were as follows: (1) Participants’ overall satisfaction with the model was at the highest level (x  = 4.53, S.D. = 0.60). (2) Out of the 60 students, 21 created innovative educational workpieces. Four workpieces were accepted for academic publication, showing that this model allowed learners to analyze media, promote innovative education, and apply educational innovations.

The early history of computer-assisted mathematics instruction for engineering students in the United States: 1965-1989

The article discusses ICT development issues in teaching mathematics to engineering students in the United States. The nature of trends in the convergence of information systems in higher technical education and other tendencies in the United States are described in the article. The primary historical stages of computer-assisted mathematics training for engineering students in the United States are defined. The study of historical sources has allowed six stages to be recognized. The use of ICT for teaching mathematics is examined at each stage. It demonstrates the inconsistencies and key elements of using ICT to teach mathematics to engineering students. This article covers the first three stages (1965-1989) of computer-assisted mathematics training for engineering students in the United States.

Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.

An Analysis of the Relationship between the Metaphorical Perceptions of Classroom Teacher Candidates Towards Computer-Assisted Mathematics Instruction and Their Learning Approaches

This study aims to reveal the perceptions that classroom teacher candidates have regarding the concept of computer-assisted mathematics instruction (CAMI), with the help of metaphors. Furthermore, the another aim of the study of this study consists of an analysis of whether these metaphors differed based on the teacher candidates’ learning approaches. The descriptive and relational survey model was employed in the study. The study group was comprised of 90 teacher candidates, who were first-year students at the Department of Primary Education of a Faculty of Education in the Aegean Region. In order to determine the metaphoric perceptions of the teacher candidates, they were initially asked to complete the sentence “Computer-assisted mathematics instruction is like ........, because ......”. The data were interpreted, using the content analysis technique. Moreover, they were subjected to a scale for the purpose of analyzing whether there were any differences between the metaphors at different levels of learning approaches. The metaphors were found to be included in the categories “CAMI with positive aspects”, “CAMI with negative aspects”, “CAMI in terms of structural aspects” and CAMI with neutral aspects”. Upon the comparison of these categories to the learning approaches, it was found that teachers, who adopted the “deep” and “strategic” learning approach, had a much more positive perception, while those adopting the “surface” learning approach had a negative perception. Additionally, it was observed that teacher candidates, who rather put emphasis on the structural aspects and conditions of CAMI, were the ones to adopt the strategic learning approach. Thus, determination of the learning approaches adopted by teacher candidates and an analysis of their perceptions towards a number of concepts are considered to be significant as they could be effective in the course of their educational lives and in the processes of becoming role models when they start the profession.

The effect of answer based computer assisted geometry course on students success level and attitudes

The aim of this study is to find the effects of the answer based computer assisted mathematics instruction at geometry on students’ success and attitudes. In the study, experimental research model with pre-test post-test control group was used. The participants of the study composed of 78 students who attended the 8th grade secondary school in Northern Cyprus under the Ministry of National Education in the fall semester of 2017–2018. In order to reveal students’ success and mathematics attitude “Math Attitude Scale” and “Success Test” were used as the data collection tools. While the traditional teaching method was applied in the control group, computer assisted mathematics teaching was applied in the experimental group using answer based software. As a result, the answer-based computer assisted mathematics teaching method applied in the experimental group has an important effect in improving the academic achievement of the students but no significant difference found in the mathematics attitudes of the students.

High School Mathematics Teachers' Levels of Achieving Technology Integration and In-class Reflections: The Case of Mathematica

The purpose of this study is to determine the levels of high school mathematics teachers in achieving mathematics instruction via computer algebra systems and the reflections of these practices in the classroom. Three high school mathematics teachers employed at different types of school participated in the study. In the beginning of this qualitative analysis, the researchers provided the teachers with in-service training titled Computer-assisted Mathematics Instruction Workshop regarding the integration of the Mathematica software which is a computer algebra system in learning-teaching environments. The participating teachers then conducted computer-assisted mathematics instruction activities in their classroom via the Mathematica software regarding the graphs of quadratic equations (parabola). Semi-structured interview and observation forms were used as data collection tools in the study. The data were analyzed using the descriptive analysis method. As a result of evaluation, it was found that before the Computer-Assisted Mathematics Instruction Workshop, the participants either never implemented technology integration or implemented it on the elementary level which is replacement. After the workshop, it was observed that the teachers achieved the technology integration in classroom implementations on the level of transformation and the top level of amplification and showed improvements in this matter. In the observations made after the workshop, it was seen that the teachers generally employed a student-oriented education approach and encouraged students to facilitate their own learning and make their own inferences utilizing computers and worksheets. It was observed that this situation led to changes in classroom routines and contributed to students' acquisition of deeper comprehension by their own efforts. Additionally, it was understood that the students or the teachers did not have any difficulty in using the computer-assisted mathematics instruction materials prepared in Mathematica.

Computer-Assisted Mathematics Instruction for Students With Specific Learning Disability

This review was conducted to evaluate the current body of scholarly research regarding the use of computer-assisted instruction (CAI) to teach mathematics to students with specific learning disability (SLD). For many years, computers are utilized for educational purposes. However, the effectiveness of CAI for teaching mathematics to this specific group of students is unclear. First, a brief review of the diagnosis of SLD, the importance of mathematics instruction for these students, and the use of computers in the classroom is provided. Next, a review of the current body of research is presented. Finally, suggestions for future research are discussed. Since 1981, a total of 25 research studies have been published, focusing exclusively on using CAI for teaching mathematics to students with SLD. This review examines the current body of research for this area. In addition, the author provides recommendations for future research on this important subject for this category of students.

HIGH SCHOOL MATHEMATICS TEACHERS’ VIEWS ON COMPUTER-ASSISTED MATHEMATICS INSTRUCTION THROUGH COMPUTER ALGEBRA SYSTEMS IN TURKEY

In this paper, high school mathematics teachers’ views on computer-assisted mathematics instruction and on computer algebra systems (CAS) were explored in two stages, before and after they were trained on it. This study is based on the case study model of the qualitative research method. Semi-structured interview forms constitute the data of the study. Some codes and themes were established with the descriptive and content analyses of the data. The results show that teachers had positive opinions about computer-assisted mathematics instruction before they were trained, yet a majority of them was not able to use it in their classes for several reasons. However, it is seen that none of the teachers except for one knew about computer algebra systems (CAS). It is understood after the training that all the teachers wanted to use computer-assisted mathematics instruction in their classes, and thus they needed to use Mathematica, which is a computer algebra system, during the process. Likewise, while most of the teachers did not want their students to interact with computers or tablets in their classes before the computer-assisted mathematics instruction training, almost all of them had a favorable opinion of it after the training. Article visualizations:

The Effect of Dynamic Software on Prospective Mathematics Teachers’ Perceptions Regarding Information and Communication Technology

The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers’ perception levels regarding information and communication technology (ICT). The study was conducted with senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely “Technology Perception Scale” and “Computer Assisted Mathematics Instruction Perception Scale”. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers’ perception levels in a statistically significant way regarding the use of technology in education. In addition, at the end of the study, almost all prospective mathematics teachers were of the opinion that mathematical software will contribute to teaching activities, and they have added that such a contribution will manifest itself in visualization, concretization and result in more effective teaching.

Secondary School Students’ Views on Computer Assisted Mathematics Instruction

In this study, it is aimed to expicit students' views on computer assisted mathematics through Mathematica. The participants of this study were 38 third grade students of three high schools in Erzurum, Turkey. In this case study, data were collected through an interview schedule. Findings showed that computer assisted mathematics instruction (CAMI) was found preferable by students and use of visuals and graphics in CAMI attractive. Also, some problems were detected in CAMI due to length of codes in Mathematica. All technologies used to process, produce, store, utilize, and share information are called information technologies. The use of information technologies in education has made teaching and learning evolve into computer assisted instruction. Mathematics instruction by computers, computer assisted mathematics instruction (CAMI) has increased students' enthusiasm towards their studies, and doing coursework in an interactive environment, such as solving a considerable number of problems on their own, and has created the opportunity of understanding the subjects better and gaining new experiences. Purpose and Significance: The visualization of the abstract concepts of mathematics and mathematical processes by means of CAMI software helps students formalize the subjects, and makes it possible to internalize better. It is very important that the software used should be of high quality, and in line with educational standards. CAMI has been preferred because it provides several opportunities such as helping students learn in their own pace, making the content more appealing and less boring, and formalizing the subject matter. In this study, students' views on CAMI have been obtained. The purpose of this study is explicit the contribution of the use of Mathematica, the software, to students' views on mathematics. Within this context, research questions addressed were as follows: (1) What do students think of CAMI in common? (2) How do students think of the future of CAMI? Method: This is a case study which aims at a holistic interpretation of the setting and events taking place in a natural environment (Yildirim & Simsek, 2008). The reason

Improved Outcomes with Computer-Assisted Instruction in Mathematics and English Language Skills for Hispanic Students in Need of Remedial Education at Miami Dade College, Florida

In this study, 180 first-time-in-college (FTIC) students at Miami Dade College, Florida in need of remedial instruction in basic mathematics, reading, and sentence skills utilized the A + dvancer® College Readiness Online software. Significant results were found with increased ACCUPLACER® scores; number of students who avoided at least one remedial course; number of students who avoided remediation; number of students who advanced a level within the remedial coursework sequence, enrolled in the next level coursework, and also passed the next course. These results suggest that institutions can use computer-assisted instruction to efficiently allocate resources while addressing the need to provide remedial education in efficient and effective ways. Partial data from this study and results were used to successfully apply for a $1.4 million dollar Federal grant from the U.S. Department of Education to assist with student success, retention, and degree completion.

An Analysis of the Materials Constructed with GeoGebra by Primary Prospective Mathematics Teachers and Their Views about Dynamic Mathematics Software

With rapidly developing technology, recent changes in information and communication technology have led the educators to take step towards the integration of computer into learning environment (Akkaya, Tatar, & Kagizmanli, 2011). Computers are the most preferred and utilized instruments in education among the available technologies, and they have many features. With the improved use of computers in teaching and learning, quests also emerge in mathematics instruction. In mathematics education, it is important for students to learn information by structuring and discovering, and for learning environments to be formed accordingly. Such learning environments where students can learn mathematics can be formed using computers. Computers offer visual images of mathematical ideas, smooth the progress of arranging and analyzing data, and calculate competently and precisely (Tutak, Turkdogan, & Birgin, 2009). Computer-assisted mathematics instruction is composed of using computers in appropriate and planned times while instructing mathematics and benefitting from the materials that are prepared with purposive pieces of software. A great deal of these pieces of software is dynamic software. Dynamic software offers a setting where students can explore geometric relationships and make and test conjectures (Guven & Kosa, 2008). GeoGebra is one of software that are used in education environments. GeoGebra’s ability to dynamically drag and visualize the objects enables us to get a solid grasp of multiple problem situations and accordingly concretize the problems.

The Critical Instructional Features of Mathematics Computer-Assisted Instruction (CAI) Programs for Students with Learning Disabilities (LD): Identification and Program Development

The Critical Instructional Features of Mathematics Computer-Assisted Instruction (CAI) Programs for Students with Learning Disabilities (LD): Identification and Program Development

The gap between expectations and reality: integrating computers into mathematics classrooms

As a result of dramatic changes in mathematics education around the world, in Turkey both elementary and secondary school mathematics curriculums have changed in the light of new demands since 2005. In order to perform the expected change in newly developed curriculum, computer should be integrated into learning and teaching process. Teachers’ beliefs play a key role in this integration process. Negative beliefs against using computer in mathematics teaching may lead to failure of this process. With the help of this study, it is aimed to detect mathematics teachers’ beliefs concerning Computer Assisted Mathematics Instruction (CAMI). Within the scope of this aim, the conducted questionnaire (The opinions of teachers about using computer in Mathematics Instruction) has been carried out on 91 mathematics teachers in the city of Trabzon. The acquired results have shown that mathematics teachers have developed negative opinions against CAMI. This state has revealed that there is a huge inconsistency between curriculum’s positive expectations arising from computer usage and teachers’ convictions.

Analysis of studies of the effects of computer-assisted instruction on the mathematics performance of students with learning disabilities

The purpose of this study was to conduct a meta-study of computer-assisted instruction (CAI) studies in mathematics for students with learning disabilities (LD) focusing on examining the effects of CAI on the mathematics performance of students with LD. This study examined a total of 11 mathematics CAI studies, which met the study selection criterion, for students with LD at the elementary and secondary levels and analyzed them in terms of their comparability and effect sizes. Overall, this study found that those CAI studies did not show conclusive effectiveness with relatively large effect sizes. The methodological problems in the CAI studies limit an accurate validation of the CAI’s effectiveness. Implications for future mathematics CAI studies were discussed.

The investigation of the views of student mathematics teachers towards computer-assisted mathematics instruction

The aim of this study is to investigate the views of student mathematics teachers towards Computer-Assisted Mathematics Instruction (CAMI). This study was conducted using survey method. The sample consisted of total 180 student mathematics teachers. “CAMI Questionnaire” developed by Yenilmez and Sarıer (2007) consisting of thirty 5-point Likert-type items was used as an instrument. The data were analyzed by using the SPSS 13.0 statistics program. This study showed that the views of student mathematics teachers towards CAMI are positive. The views of student teachers towards CAMI showed no significant difference in terms of gender and computer ownership, whereas it posed a significant difference in terms of the frequency of computer usage, year of study, having an experience of CAI and computer competency.

Learning and Behaviorally Handicapped Students’ Perceptions of Instructional and Motivational Features of Computer Assisted Instruction

AbstractNational surveys indicate that students with learning and behavioral handicaps are some of the most frequent users of computer assisted instruction (CAI) in our nation’s schools. However, little is known about how students perceive different CAI features and how these features contribute to students’ judgments of a program’s instructional efficacy and motivational appeal. The purpose of this study was to examine learning and behaviorally handicapped students’ perceptions of three different mathematics CAI programs and to determine relationships between students’ opinions of each program and the amount of instruction and engagement it provided. Findings are generally supportive of previous research conducted with video and computer games. For the three CAI programs examined in this study. animation seemed to be a primary factor influencing students’ judgments of a program’s entertainment value and instructional efficacy. However, data also suggest that animation may detract from students’ opportuni...

Attributional and performance effects of competitive and individualistic feedback in computer-assisted mathematics instruction

This research is concerned with the effects of individualistic and competitive goal structures in a computer-assisted mathematics program. Fifty-two fourth and fifth grade students received either competitive feedback, individualistic feedback, or no feedback over a six week period. Data concerning students' attributions, locus of control, mathematics achievement, and rate of progress were collected. Results from this experiment show that males receiving competitive feedback performed better than females receiving competitive feedback, and females receiving individualistic feedback performed better than females receiving competitive feedback. Although the treatment did not have an effect on students' attributions, the attribution measures were found to account for a moderate portion of the variance in mathematics achievement and rate of progress. Results from the experiment were discussed in the context of instructional software inadvertently designed to stimulate the performance of males while inhibiting the performance of females.

Effects of Computer-Assisted Mathematics Instruction on Disadvantaged Pupils' Cognitive and Affective Development

Schofield (1981) demonstrated a degree of incompatibility in simultaneously maximizing pupils' cognitive and affective outcomes in elementary school mathematics. In contrast, computer-assisted instruction (CAI) incorporates elements that should facilitate accomplishing both goals. This study was conducted to investigate the impact of CAI on the mathematical achievement and self-concept as well as the perception of the quality of school life among disadvantaged boys and girls in third, fourth, and fifth grades (V = 376). Results indicated that in a combined CAI-traditional program, as oppossed to only traditional instruction, students consistently scored higher on both cognitive and affective measures while grade level and gender were generally nonsignificant. Differences between this study and previous research are discussed as well as the differential influence of CAI and traditional instruction on disadvantaged pupils.

Computerized Vs. Conventional Remedial Instruction for Learning-Disabled Pupils

Recent advances in microelectronics and computer software have rekindled enthusiasm for applications of computer-assisted instruction (CAI). The more salient features of CAI are highly compatible with the major instructional and curricular principles recommended for learning-disabled children. To assess the relative effectiveness of computerized over conventional remedial methods with handicapped learners, 205 learning-disabled first- through sixth-grade children were assigned to either a mathematics CAI or spelling CAI treatment group or to a conventional-instruction control group. After 1 school year, posttest achievement indices were gathered through individually administered and group-administered standardized tests. Posttest performance was covaried for initial group differences in pretest achievement, IQ, and time in remedial instruction. Separate repeated-measures analyses for individually assessed and group-assessed achievement indicated that gains for the 3 groups were essentially equivalent. It was found that certain popular achievement measures may be insensitive to achievement gains in the learning disabled.