Focused on the development of computer-based math curriculums at Langley High School in Pittsburgh, Pennsylvania. Collaboration with Carnegie Mellon University; Creation of a Cognitive Tutor curriculum; Involvement of real world situations in Cognitive Tutor; Differences of Cognitive Tutor from traditional curriculums.
This article gives an overview of the importance of asking students questions that interest them in order to engage the students more in learning. By asking students to solve real-world problems instead of abstract questions, students are more likely to absorb information. Further, students who were taught in these real-world situations were found to enroll and complete more mathematic classes than their peers.
Hubbard, L. (2000). Technology-based math curriculums. THE Journal (Technological Horizons In Education), 28(3), 80.
|Links to Article||https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Technology-based+math+curriculums&btnG=|
|Publication Type||Journal Article|
|In Publication||THE Journal (Technological Horizons In Education)|
|Type of Research||Quantitative|
|Research Design||Action research|
|Intervention/Areas of Study||Active learning, Course design, Engagement, Feedback, Instructor-student interactions, Personalized learning, Problem-based learning, Student motivation, Student readiness|
|Level of Analysis||Student-level, Course-level|
|Specific Populations Examined|
|Specific Institutional Characteristics of Interest||K-12|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Academic achievement or performance, including assessment scores and course grades, Course completion, Learning effectiveness, Persistence, Satisfaction|
|Student Sample Size||500 +|