Browsing by Author "Sarah B. Berenson, Committee Member"

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    The Effect of Graphing Calculators and A Three-Core Representation Curriculum on College Students' Learning of Exponential and Logarithmic Functions
    (2008-12-05) Ford, Shelton; Ernest L. Stitzinger, Committee Member; William M. Waters, Committee Member; Sarah B. Berenson, Committee Member; Lee V. Stiff, Committee Chair
    The purpose of this study was to investigate the potential benefits of a multi-representational curriculum on students’ understanding of and connections among graphical, tabular, and symbolic representations of algebraic concepts. The participants of the study were 113 college students enrolled in developmental college algebra at a southern university. This study utilized a quasi-experimental design in which instructors taught the course from a scripted algebraic perspective while the researcher taught the course from a functional approach simultaneously introducing multiple representations. The effect of a three-core representation curriculum on student success was assessed with a pretests and posttests of nine problems, with three representations; algebraic, graphical, and numerical. Also used were pretests and posttests of ten calculator knowledge questions. The problems were chosen because of their prevalence in most developmental college algebra curricula. The three-core representation curriculum was more successful in increasing student achievement. Students from the three-core representation curriculum scored significantly higher and were significantly more adept in using representational methods other than algebraic to solve the problem. This research showed that a multi-representational curriculum could be effective in expanding students’ web of connected knowledge of algebraic and functional concepts.
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    The Effectiveness of Cooperative Learning Strategies in Helping Low-Achieving Students Master Systems of Linear Equations
    (2008-03-06) Mouzzon, Melinda Petree; Lee V. Stiff, Committee Chair; Ernest Stitzinger, Committee Member; Sarah B. Berenson, Committee Member
    The effectiveness of a cooperative learning appoach in the teaching and learning of systems of linear equations was the focus of this study. The study analyzed the effects of the mode of instruction over a ten-day study on students' ability to solve systems of linear equations. The students involved in this study were all enrolled in a high school Technical Math course. Students were separated into two groups. In the Test Group, seven of the ten days were devoted to learning experiences that implemented cooperative learning strategies to facilitate mastery of systems of equations. During the same seven days, the two Control Groups received normal instruction and only used cooperative learning groups for the Cooperative Assessment. The fourth day of the unit was devoted to reviewing solutions to systems of linear equations and for students to complete an individual quiz on graphical methods for solving systems. The ninth day was a review of the concepts discussed in the unit including a Cooperative Assessment and the tenth day was used to administer the Unit Test. Both the Cooperative Assessment and the Unit Test were graded according to an established rubric of guidelines for mastering solving systems of lienar equations. A two-sample t-test indicated that the Test Group scored signficantly higher than the Control Groups ont he Cooperative Assessment. One of the Control Groups outperformed both the other Control Group and the Test Group on the Unit Test. An analysis revealed that tenth graders outperformed twelfth graders and Hispanic students surpassed African-American students.