THE EFFECT OF COMPUTER USE ON MATHEMATICAL REASONING,
PROBLEM SOLVING SKILLS AND ATTITUDES AT THE COLLEGE LEVEL
Submitted in partial fulfillment of the requirements for the degree
of Doctor of Education in
Teachers College, Columbia University
Bernardette Feliciano Quiñones
|Professor Bruce Vogeli, Sponsor
Profesor J. Philip Smith
Approved by the Committee on the Degree of Doctor of Education
THE EFFECT OF COMPUTER USE ON MATHEMATICAL REASONING, PROBLEM SOLVING SKILLS AND ATTITUDES AT THE COLLEGE LEVEL
The purpose of this study was
to prepare computer-based instructional materials for use in a mathematical
reasoning and problem solving skills course at the college level.
The study took place in a private four-year university in Ponce, Puerto Rico, during the Spring of 1995. Three groups participated in the study. The students participants were enrolled in the Mathematical Reasoning Skill Course. This course is part of the core curriculum and it was developed to promote mathematical reasoning and the development of problem solving skills.
Two of the groups were designated Computer 1 (C1, Instructor A), and Computer 2 (C2, Instructor B). The third group was designated Non-Computer (NC, Instructor A). The investigator taught Computer I and Non-Computer groups. A mathematics department colleague taught group Computer 2.
The students in the computer groups received three sessions of instruction in the use of Lotus 1-2-3. Additional instruction was given as needed for the purpose of the project. The instructional content was texbook oriented and was identical for treatment and comparison groups.
Results of the study are reported
as an analysis of the pretest results, posttest results and the difference
between them. A comparison of pre and post thes scores indicated
that there was significant difference (p< .05) in achievement mean gain
scores in the non-computer group. There was no significant difference
in achievement mean gain scores when the mathematical reasoning course
was taught with the use of computers.
The findings of this study
did not demonstrate that this technology-based curriculum improved student
achievement in the Mathematical Reasoning Skills course, MRSG 1010, at
the college level. The results suggest that teachers should consider
certain factors when deciding to implement technology in the taching of
mathematical reasoning and problem solving skills. Among these factors
are time available for class demonstration and practice; the students'
knowledge of the hardware and sofware and software to be used and the ability
of the students to learn to use these resources.
Copyright Bernardette Feliciano 1996
ALL RIGHTS RESERVED
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