Comparative Effectiveness of TI-84 Graphing Calculators on Algebra I and Geometry Outcomes: A Report of Randomized Experiments in the East Side Union High School District and San Diego Unified School District. Research Report

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Autor/inn/en	Miller, Gloria I.; Jaciw, Andrew; Hoshiko, Brandon; Wei, Xin
Institution	Empirical Education Inc.
Titel	Comparative Effectiveness of TI-84 Graphing Calculators on Algebra I and Geometry Outcomes: A Report of Randomized Experiments in the East Side Union High School District and San Diego Unified School District. Research Report
Quelle	(2007), (175 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Technology; Technology Uses in Education; Instructional Effectiveness; Graphing Calculators; Algebra; Geometry; Mathematics Instruction; Secondary School Mathematics; High School Students; Urban Schools; Program Implementation; Standardized Tests; Mathematics Achievement; Faculty Development; Secondary School Teachers; Mathematics Teachers; Outcomes of Education; English Language Learners; Language Proficiency; Experimental Groups; Attrition (Research Studies); Interviews; Surveys; Observation; Pretests Posttests; Comparative Analysis; Longitudinal Studies; California + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtserfolg; Grafischer Taschenrechner; Geometrie; Mathematics lessons; Mathematikunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lernleistung; Schulerfolg; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Beobachtung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Kalifornien
Abstract	Texas Instruments has undertaken a research program with the goal of producing scientifically-based evidence of the effectiveness of graphing calculators and the "TI-Navigator"[TM] classroom networking system in the context of a professional development and curriculum framework. The program includes a two-year longitudinal study. The research is conducted as a set of randomized experiments working with teachers of Algebra I and Geometry in the East Side Union High School (ESUHSD) and the San Diego City Schools (SDCS). This report addresses the findings from ESUHSD and SDCS for the first year of the two year study. The research measures the impact of important components of the Texas Instruments (TI) offering, in the context of a field experiment. The outcomes of interest are student on standardized tests of Algebra and Geometry. The results are measures of the incremental effect of introducing advanced TI products and services into textbook-based college preparatory Algebra I and Geometry instruction. The authors have analyzed the effect of each component as well as important interactions among the components and interactions between the components and characteristics of the student and teacher familiarity with the technology over time since the full impact of technology introduction may not be seen within a single academic year. This experiment in SDCS and ESUHSD will inform the current literature on the benefit of calculator use in Algebra I. Appended are: (1) East Side Surveys; (2) San Diego Surveys; (3) East Side Calculator System Use; (4) San Diego Calculator System Use; (5) East Side Materials; (6) San Diego Materials; (7) East Side Observation Protocol; (8) San Diego Observation Protocol; and (9) East Side and San Diego Interview Protocol. (Contains 62 figures, 94 tables, and 5 footnotes.) (ERIC).
Anmerkungen	Empirical Education Inc. 425 Sherman Avenue Suite 210, Palo Alto, CA 94306. Tel: 650-328-1734; Fax: 650-328-1794; e-mail: contact@empiricaleducation.com; Web site: http://www.empiricaleducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10