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The Effects of Texas Instruments InterActive Learning Environment on the Mathematical Achievement of Low Achieving Students
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, University of Houston, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

The level of mathematical thinking and problem solving required in the workplace has increased dramatically from past generations (United States Department of Education, 2003). In a 2005 policy statement the National Council of Teachers of Mathematics (NCTM) suggests that technology can help: Calculators and computers are reshaping the mathematical landscape, and school mathematics should reflect those changes. Students can learn more mathematics more deeply with the appropriate and responsible use of technology. They can make and test conjectures and work at higher levels of generalization or abstraction. (National Council of Teachers of Mathematics, 2005, ¶ 1) This study takes a close look at if one software product, TI InterActive, used in an instructional environment built on conjecturing and sense making, can increase mathematical achievement.

Citation

Bos, B. (2007). The Effects of Texas Instruments InterActive Learning Environment on the Mathematical Achievement of Low Achieving Students. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 3221-3226). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 26, 2019 from .

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