Show simple item record

dc.contributor.advisorChairperson, Graduate Committee: Maurice Burke.en
dc.contributor.authorHarper, Jonathan Lee.en
dc.date.accessioned2013-06-25T18:37:12Z
dc.date.available2013-06-25T18:37:12Z
dc.date.issued2007en
dc.identifier.urihttps://scholarworks.montana.edu/xmlui/handle/1/1433
dc.description.abstractThis dissertation study evaluated the implementation and effectiveness of an introductory algebra curriculum designed around a Framework for Procedural Understanding. A Computer Algebra System (CAS) was used as a tool to focus lessons on the Framework and help students gain a deeper, well-connected understanding of algebraic procedures. This research was conducted in response to the prevalence of remedial mathematics and addresses the need for students in remedial mathematics to have a successful learning experience. The curriculum was implemented in the Spring 2007 semester at a western land-grant university. In this quasi-experimental study, one section of introductory algebra was taught using the CAS/Framework curriculum. This treatment section was determined based on a pretest used to judge equivalency of groups. Data sources included procedural understanding assessments with follow-up student interviews, procedural skill exams, classroom observations, and a debriefing interview with the treatment instructor. Qualitative analysis of student and instructor interview transcripts was done to supplement independent observation reports to evaluate the implementation of the curriculum.en
dc.description.abstractAnalyses of covariance and independent samples t-tests were used to compare treatment and control groups based on the quantitative measures. The treatment instructor and students were able to integrate CAS technology into the classroom without difficulty. The instructor implemented the curriculum with fidelity but the discourse in the classroom did not reach the desired level. No significant difference was found between treatment and control students on the skills-based final exam, indicating that the introduction of CAS did not diminish procedural skill levels. No difference in procedural understanding based on the Framework was observed. The data indicated that the students viewed mathematics as learning how to do procedures. This philosophy of mathematics and the limited classroom discourse impeded progress towards learning other aspects of the Framework. Recommendations include changing classroom norms to foster more discussion and placing more emphasis on Framework-based understanding in the assessment structure and course grade.en
dc.language.isoengen
dc.publisherMontana State University - Bozeman, College of Letters & Scienceen
dc.subject.lcshAlgebra Data processing.en
dc.subject.lcshMathematics Study and teaching (Higher)en
dc.subject.lcshAlgebra Computer-assisted instruction.en
dc.titleThe use of computer algebra systems in a procedural algebra course to facilitate a framework for procedural understanding
dc.typeDissertation
dc.rights.holderCopyright Jonathan Lee Harper 2007en
thesis.catalog.ckey1290681en
thesis.degree.committeemembersMembers, Graduate Committee: Elizabeth Swanson; Jennifer Luebeck; Theodore Hodgson; Wade Ellis Jr.en
thesis.degree.departmentMathematical Sciences.en
thesis.degree.genreDissertationen
thesis.degree.namePhDen
thesis.format.extentfirstpage1en
thesis.format.extentlastpage227en
mus.identifier.categoryPhysics & Mathematics
mus.relation.departmentMathematical Sciences.en_US
mus.relation.universityMontana State University - Bozemanen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record