This study of student performance in an online Algebra course looked at the development, implementation, and evaluation of interactive tools for graphing linear equations. The study focused on an interactive tool that was evaluated with virtual school Algebra students for a challenging component of the course. The performance of these students in the course on the component was compared to the performance of students who did not use the intervention. The performance of students learning in the online course with the interactive tools was equivalent to that of not using the tools. The implications of the unique nature of the online Algebra course for teacher preparation are discussed.
Get full access to this article
View all access options for this article.
References
1.
BeattyA. (2005). Mathematical and Scientific Development in Early Childhood: A Workshop Summary.Washington, DC: National Academies Press.
2.
GageJ. (2001). Using the graphic calculator to form a learning environment for the early teaching of algebra. The International Journal of Computer Algebra in Mathematics Education, 9(1).
3.
GamoranA., & HanniganE. (2000). Algebra for everyone? Benefits of college-preparatory mathematics for students with diverse abilities in early secondary school. Educational Evaluation and Policy Analysis, 22(3), 241–254.
4.
GayD., & VelezW. (2001). Living graphs. Mathematics Teaching in the Middle School, 7(3), 172.
5.
GrasslR., & MingusT. (2002). On the shoulders of technology: Calculators as cognitive amplifiers. International Journal of Mathematical Education in Science and Technology, 33, 715–723.
6.
GullyL., & JohnstonS. (2004, May 4). Personal communication. Florida Virtual School.
7.
HawkinsE. F.StancavageF. B., & DosseyJ. A. (1998). School policies and practices affecting instruction in mathematics (NCES 98–495). Washington, DC: National Center for Education Statistics. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=98495
MeyerM.DekkerT., & QuerelleN. (2001). Context in mathematics curricula. Mathematics Teaching in the Middle School, 6, 522.
10.
MonkD. H. (1994). Subject area preparation of secondary mathematics and science teachers and student achievement. Economics of Education Review, 13, 125–145.
11.
MullensJ. E.MurnaneR. J., & WillettJ. B. (1996). The contribution of training and subject matter knowledge to teaching effectiveness: A multilevel analysis of longitudinal evidence from Belize. Comparative Education Review, 40, 139–157.
12.
National Research Council. (2001). Adding it up: Helping children learn mathematics. In KilpatrickJ.SwaffordJ., & FindellB. (Eds.), Mathematics learning study.Washington, DC: National Academy Press.
13.
ReimerK., & MoyerP. (2005). Third-graders learn about fractions using virtual manipulatives: A classroom study. Journal of Computers in Mathematics and Science Teaching24(1), 5–25.
14.
RoschelleJ., & DiGianoC. (2004). ESCOT: Coordinating the influence of R&D and classroom practice to produce educational software from reusable components. Journal of Interactive Learning Environments, 12(1–2).
15.
SetzerJ. C., & LewisL. (2005). Distance education courses for public elementary and secondary school students: 2002–03. (NCES 2005–010). Washington, DC: U.S. Department of Education, National Center for Education Statistics. http://nces.ed.gov/pubs2005/2005010.pdf
16.
SmithR.ClarkT., & BlomeyerB. (2005). A synthesis of new research on K-12 online learning.Naperville, IL: Learning Point Associates. http://www.ncrel.org/tech/synthesis/
17.
VygotskyL. (1986). Thought and language.Cambridge, MA: The M.I.T.Press.
18.
WaxmanH.LinM., & MichkoG. (2003). A meta-analysis of the effectiveness of teaching and learning with technology on student outcomes. Retrieved November 2, 2004 from http://www.ncrel.org/tech/effects2/waxman.pdf
19.
WebbN. (1997). Criteria for Alignment of expectations and assessments in mathematics and science education.Madison, WI: National Institute of Science Education (NISE).
20.
WenglinskyH. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics.Princeton, NJ: Educational Testing Service. Retrieved November 2, 2004 from ftp://ftp.ets.org/pub/res/technolog.pdf
