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Theory-Based Interactive Mathematics Instruction: Development and Validation of Computer-Video Modules.

Λεπτομέρειες βιβλιογραφικής εγγραφής
Τίτλος: Theory-Based Interactive Mathematics Instruction: Development and Validation of Computer-Video Modules.
Γλώσσα: English
Συγγραφείς: Henderson, Ronald W., California Univ., Santa Cruz.
Peer Reviewed: N
Page Count: 99
Ημερομηνία έκδοσης: 1983
Sponsoring Agency: National Science Foundation, Washington, DC.
Intended Audience: Researchers
Τύπος εγγράφου: Reports - Research
Descriptors: Academic Achievement, Affective Objectives, Computer Assisted Instruction, Computer Oriented Programs, Computer Programs, Fractions, High Schools, Material Development, Mathematics Education, Mathematics Instruction, Mathematics Skills, Microcomputers, Performance Factors, Prime Numbers, Secondary School Mathematics, Student Attitudes, Videodisc Recordings
Περίληψη: Theory-based prototype computer-video instructional modules were developed to serve as an instructional supplement for students experiencing difficulty in learning mathematics, with special consideration given to students underrepresented in mathematics (particularly women and minorities). Modules focused on concepts and operations for factors, prime numbers, and fractions. Task analysis and demand specification procedures were used to sequence instructional objectives within and across topics. Cognitive social theory provided a framework for the incorporation of attentional, retentional, and motivational variables into the video sequences. Results of field trials show that the modules were effective in teaching/reteaching mathematical skills/concepts to secondary school students who had not made normal progress in mathematical learning. In the first trial, students who used materials gained a significant advantage over control subjects in skills/concepts involving factors and prime numbers. The pattern of gains attributable to these modules was replicated in a second trial, but without a control group. Comparable effects were also found to be associated with use of fractions modules, but these results should be interpreted with caution because of lack of a control group. Additional results indicate that the interactive computer-video modules had a beneficial effect on affective as well as cognitive outcomes. (JN)
Entry Date: 1984
Αριθμός Καταχώρησης: ED237327
Βάση Δεδομένων: ERIC
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IllustrationInfo
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  Label: Title
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  Data: Theory-Based Interactive Mathematics Instruction: Development and Validation of Computer-Video Modules.
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– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Henderson%2C+Ronald+W%2E%22">Henderson, Ronald W.</searchLink><br /><searchLink fieldCode="AR" term="%22California+Univ%2E%2C+Santa+Cruz%2E%22">California Univ., Santa Cruz.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 99
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1983
– Name: SourceSuprt
  Label: Sponsoring Agency
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  Data: National Science Foundation, Washington, DC.
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  Data: Researchers
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  Label: Document Type
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  Data: Reports - Research
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  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Affective+Objectives%22">Affective Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Instruction%22">Computer Assisted Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Oriented+Programs%22">Computer Oriented Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Programs%22">Computer Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Fractions%22">Fractions</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Material+Development%22">Material Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Microcomputers%22">Microcomputers</searchLink><br /><searchLink fieldCode="DE" term="%22Performance+Factors%22">Performance Factors</searchLink><br /><searchLink fieldCode="DE" term="%22Prime+Numbers%22">Prime Numbers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Mathematics%22">Secondary School Mathematics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Videodisc+Recordings%22">Videodisc Recordings</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Theory-based prototype computer-video instructional modules were developed to serve as an instructional supplement for students experiencing difficulty in learning mathematics, with special consideration given to students underrepresented in mathematics (particularly women and minorities). Modules focused on concepts and operations for factors, prime numbers, and fractions. Task analysis and demand specification procedures were used to sequence instructional objectives within and across topics. Cognitive social theory provided a framework for the incorporation of attentional, retentional, and motivational variables into the video sequences. Results of field trials show that the modules were effective in teaching/reteaching mathematical skills/concepts to secondary school students who had not made normal progress in mathematical learning. In the first trial, students who used materials gained a significant advantage over control subjects in skills/concepts involving factors and prime numbers. The pattern of gains attributable to these modules was replicated in a second trial, but without a control group. Comparable effects were also found to be associated with use of fractions modules, but these results should be interpreted with caution because of lack of a control group. Additional results indicate that the interactive computer-video modules had a beneficial effect on affective as well as cognitive outcomes. (JN)
– Name: DateEntry
  Label: Entry Date
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  Data: 1984
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED237327
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 99
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Affective Objectives
        Type: general
      – SubjectFull: Computer Assisted Instruction
        Type: general
      – SubjectFull: Computer Oriented Programs
        Type: general
      – SubjectFull: Computer Programs
        Type: general
      – SubjectFull: Fractions
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Material Development
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
      – SubjectFull: Mathematics Skills
        Type: general
      – SubjectFull: Microcomputers
        Type: general
      – SubjectFull: Performance Factors
        Type: general
      – SubjectFull: Prime Numbers
        Type: general
      – SubjectFull: Secondary School Mathematics
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Videodisc Recordings
        Type: general
    Titles:
      – TitleFull: Theory-Based Interactive Mathematics Instruction: Development and Validation of Computer-Video Modules.
        Type: main
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            NameFull: California Univ., Santa Cruz.
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            NameFull: Henderson, Ronald W.
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          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 1983
ResultId 1