Computer-Based Mathematics Learning

McCoy, Leah P.

doi:10.1080/08886504.1996.10782177

Cited by 38 publications

(22 citation statements)

References 56 publications

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“…Crucially Salomon and Perkins (1989) suggest that the Logo programming projects that demonstrated more positive 'transfer' effects promoted mindful abstraction of learning outcomes. This relates, of course, to the role of the teacher and many researchers highlight that this is critical not least to make explicit and systematic links to pupil's existing mathematical knowledge and experiences (Clements 1985(Clements , 1999Clements and Sarama 1997) as well as in facilitating their pupils' discovery and understanding of the powerful ideas they encounter within a programming environment such as Logo (Yelland 1995;McCoy 1996).…”

Section: History Of Programming and Mathematics Learning For Childrenmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

145

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In this paper we present the background, aims and methodology of the ScratchMaths (SM) project, which has designed curriculum materials and professional development (PD) to support mathematical learning through programming for pupils aged between 9 and 11 years. The project was framed by the particular context of computing in the English education system alongside the long history of research and development in programming and mathematics. In this paper, we present a Bframework for action^(diSessa and Cobb, Journal of the Learning Sciences, 13, 77-103, 2004) following design research that looked to develop an evidence-based curriculum intervention around carefully chosen mathematical and computational concepts. As a first step in teasing out factors for successful implementation and addressing any gap between our design intentions and teacher delivery, we focus on two key foundational concepts within the SM curriculum: the concept of algorithm and of 360°total turn. We found that our intervention as a whole enabled teachers with different backgrounds and Digit Exp Math Educ (2017) 3:115-138 DOI 10.1007/s40751-017-0028-x The research reported in this paper forms part of a larger project, the ScratchMaths project 2014-17 funded by the Educational Endowment Foundation. The project is being independently evaluated following a randomized control trial model involving over 100 primary schools across England. Department of Informatics Education, Comenius University, Bratislava, Slovakia levels of confidence to tailor the delivery of the SM in ways that can make these challenging concepts more accessible for both themselves and their pupils.

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Section: History Of Programming and Mathematics Learning For Childrenmentioning

confidence: 99%

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Benton

Hoyles

Kalaš

et al. 2017

Digit Exp Math Educ

145

View full text Add to dashboard Cite

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“…Courseware includes three types of programs: drill-and-practice programs, tutorial programs, and simulation programs (Luik, 2007;McCoy, 1996). Drilland-practice programs are designed to build skills or reinforce associations to which the learner has already been introduced.…”

mentioning

confidence: 99%

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Spence

Usher

2007

Journal of Educational Computing Research

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This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and selfefficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade

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“…Students can work on exercises in an interesting real-life-based context in the form of computer games or assessment through drilland-practice mathematics software (McCoy, 1996). The PSADRI system integrated drill-and-practice, assessment, and instruction software for mathematics education, as explained in the Methods section, and it was oriented around general problem-solving steps, interactive mathematical problem exercises, and solutions based on guided activities.…”

Section: Discussionmentioning

confidence: 99%

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

Hsiao

Lin

Chen

et al. 2017

EURASIA J MATH SCI T

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This study explored problem-solving in middle school, focusing on how students use tools to solve problems when working on mathematical tasks. The Problem-solving Assessment, Diagnosis, and Remedial Instruction (PSADRI) system was designed and developed as an individual teaching tool to support mathematics education, foster students' ability to solve problems. A quasi-experimental design was conducted during five weeks. The 153 students who participated in this experiment were divided into an experimental group (86 students who used the PSADRI system) and a control group (67 students who received traditional instruction). The results revealed that the students who used the PSADRI system achieved greater learning performances in mathematics and improved problem-solving ability compared with the students who received traditional instruction. Using the question-guided training function in the system, the students in the experimental group used the drill-and-practice strategy to solve math problems step by step to achieve mastery in mathematics learning. Moreover, the students' learning performance in the experimental group was enhanced and their problem-solving ability was improved. The major contributions of this study were the improvement in middle school students' academic achievement in mathematics and problem-solving ability and enhanced interest in mathematics learning via the PSADRI system, an individual teaching system.

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Computer-Based Mathematics Learning

Cited by 38 publications

References 56 publications

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

The Influence of a Mathematics Problem-Solving Training System on First-Year Middle School Students

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