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|Title:||Effects of an Integrated Computer and Manipulative Environment on Preservice Elementary Teachers' Understanding of Novel Mathematical Concepts|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Curriculum and Instruction
|Abstract:||In this study the effects of a computer-integrated learning milieu on the levels of understanding novel mathematical concepts were investigated. Secondary questions investigated were the effects of this learning experience on attitudes toward mathematics and computer use in education. The Solomon-Four Group design was used with two classes of preservice elementary teachers in regularly assigned classes in a college of education in a developing population. The one class studied an instructional unit on transformation geometry in a learning environment consisting of manipulatives and computer software which allows the investigation and exploration of transformation geometry concepts. The other class studied the unit using only traditional geometry tools.
Six hypotheses were investigated to discover whether significant group differences were achieved in levels of understanding reflections, rotations, and translations, confidence in learning mathematics, attitude toward success in mathematics, and attitude toward computer use in education as a result of studying transformation geometry concepts in a Logo-enriched environment.
Half the participants in each group were randomly selected to receive the pretest. No significant pretest group differences were reported. Posttest scores were analyzed using a 2 by 2 analysis of variance technique in which the pretest was considered as another treatment coordinate. Significant group differences were reported for levels of understanding rotations, levels of understanding translations, and confidence in learning mathematics. These results led to the conclusion that integrating computer software which allows the exploration and investigation of mathematical concepts with manipulatives may be a useful activity to enhance students' comprehension of mathematical concepts.
A replication of the study, with a different model of levels of understanding, to further validate the results, is recommended. In addition to this, recommendations include teaching-experiment type research to investigate misconceptions and the processes involved in moving from level to level; and a longitudinal study on the effects of experiences of the nature of the study on the teaching methods prospective teachers eventually employ in their classes.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1988.
|Date Available in IDEALS:||2014-12-15|