Technology-based Math Curriculums

L. Hubbard

Abstract

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.

Keywords

Annotation

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.

APA Citation

Hubbard, L. (2000). Technology-based math curriculums. THE Journal (Technological Horizons In Education), 28(3), 80.

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About the Study

Links to Article	https://scholar.google.com/scholar?hl=en&as_sdt=0%2C50&q=Technology-based+math+curriculums&btnG=
Mode
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
Peer-Reviewed	Unknown
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 +
Citing Articles	https://scholar.google.com/scholar?cites=16930735277189560721&as_sdt=5,50&sciodt=0,50&hl=en

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