2013 Conference Proceedings - University of Nevada, Las Vegas

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The interactions that students experience between the content, teacher, and other studentsshould not be studied in isolation of one another, nor is one greater than the other. Within theomni-media environment, the combinations of such interactions are possible. Because researchin online learning relatively new, few studies only compare effectiveness of learningmathematics online when compare to its brick-and-mortar counterpart. A major weakness inthese studies is the singular focus on one or another component part rather than the interplaybetween types of interactions (Anderson & Kuskis, 2007; Moore, 2007, 1989). The purpose ofthis study was to investigate the relationship between the actual use and perceived effectivenessof synchronous and asynchronous modes of delivery in learning mathematics.MethodologyFor the purpose of this study, a sample was drawn from 2051 high school students takingpre-algebra, algebra, and geometry courses online from one of nine virtual academies inCalifornia. The 458 self-selected students participated in an online mathematics course, withoptional discussions through online web conferencing and threaded discussion boards. Thecurriculum was delivered through a learning management system (LMS) that that supports allinstructional components of a traditional brick-and-mortar course. That is, students freely loginto one place and interact with computer-assisted instruction, animation and simulations, javaapplets, streaming audio and video, live up to date grade-book, online practice, and assessmentactivities. By the end of the semester students were required to complete online quizzes andexams to satisfy the course requirements.An online survey was administered to measure student preference, use, and confidence levelin learning mathematics when learning is dependent on the online content. Additionally, thesame was asked regarding threaded discussion boards, and synchronous interactions.The development and use of frequencies, descriptive statistics in this article are based datacollected as part of a larger study on students’ interactions while learning mathematics online.Comparisons were made between the subgroups by performing a series of two-sampleindependent t-tests. In each case, a Levene’s Test was performed to test the assumption of equalvariances. The discussion that follows has been abbreviated; only parts of the larger study relatedto course behaviors (geometry, algebra pre-algebra) will be discussed. Further frequencydistributions revealed which types of online student interactions were used most and theirperceptions of said interactions. The average time spent on each asynchronous activity wasProceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 165
logged by the system and then retrieved for analysis. Synchronous engagement was measured bythe average number of minutes students spent attending such sessions.FindingsStudents were asked which interaction they felt was most useful for learning mathematicsonline. Of the students who answered the question, students felt that the online content was mostuseful for learning mathematics (44%), followed closely by synchronous sessions (40%). Table 1shows a slight majority of geometry students favored the online content interaction (55.1%) forlearning mathematics.Table 1Interaction Most Useful for Learning MathematicsReading Attending orthe Online Watching RecordedContent SessionsPre-Algebra7(25.9)Algebra 65(43.9)Geometry 124(55.1)Note: Valid frequency in ()18(66.7)68(45.9)94(41.8)ThreadedDiscussions1(3.7)4(2.7)E-mailing or CallingTeacher1(3.7)11(7.4)7(3.1)Table 2 shows geometry students spent, on average, 31.02 minutes interacting with eachonline lesson, compared to pre-algebra and algebra students (20.62 and 23.97, respectively). Thatis, geometry students spent statistically significantly (t = -3.460, df = 307.93, p = .001) moretime interacting than both the pre-algebra and algebra students (10.82 and 7.05 more minutes,respectively).Table 2Interaction Times in MinutesSamplePre-Algebra Algebra GeometryReading the Online Content 27.6 20.6 23.97 31.02Attending Sessions 46.1 64.7 48.5 42.1Threaded discussions 8.4 1.1 1.1 14.5Proceedings of the 40 th Annual Meeting of the Research Council on Mathematics Learning 2013 166
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….where the Mathematicscomes swee
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THANK YOU TO OUR REVIEWERSKeith Ado
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Table of ContentsPreservice Teacher
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Support for Students Learning Mathe
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own problem solving, which is criti
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to get started and persistence. Tea
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Posamentier, A. S., Smith, B. S., &
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conceptual understanding, applicati
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Table 1Identified Mathematical Prac
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justify their statements, included
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Finally, engagement in MP.6 was ass
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PRESERVICE TEACHERS’ EMOTIONAL EN
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“experiences that are charged wit
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Number of journals containingEmotio
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ConclusionsStruggle and frustration
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Mathematics Teacher Candidates’ U
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function and applied the vertical l
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semester, about half of the course
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They further state that “the impo
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C. Laborde (Eds.) International Han
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(SCK), or knowledge of mathematics
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level of difficulty for each partic
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MKT Measures ScoresMathematics in G
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deep rooted belief in a single way
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THE INTERVIEW PROJECTAngel Rowe Abn
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involving addition and subtraction:
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6+7 4+9=6+(6+1) Substitution =4+(10
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We strongly believe that this inter
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AN INNOVATIVE APPROACH FOR SUPPORTI
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Practice throughout the investigati
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are expected to pursue. Teacher not
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students to organize their reports
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Slovin, H., Venenciano, L., Ishihar
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The research presented in this pape
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students’ confidence. Because bel
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triangulation necessitated examinat
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their ability to teach the mathemat
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SPATIAL REASONING IN UNDERGRADUATE
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journal prompt would be given as a
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given to the 33 students on the MPI
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to advance our way of life, then sp
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STUDENT CONCEPTIONS OF “BEST” S
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students are likely to interact wit
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opinion of the student body. This q
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At the highest level of reasoning a
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APPENDIXTo use two decks of cards t
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isolated and often occur in tandem
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with the CCSSM. Teachers read and d
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teachers’ role-play of SFMP #4. A
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Durkin, D. (1978-1979). What classr
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as well as the alignment between th
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Table 2Number of teachers per grade
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Table 4Classification Categories fo
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field so that research on the initi
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dynamic approach to learning conten
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Kindergarten Lesson FormatHow May W
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team’s goals? As much as possible
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6. While preparing the lesson, teac
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active learning and collective part
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classroom. “I would like to know
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Page 123 and 124: THE PATH OF REFORM IN SECONDARY MAT
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Page 129 and 130: DiscussionOn part I of the survey t
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Page 141 and 142: course titled Calculus with Busines
Page 143 and 144: no mathematical sense and should no
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Page 149 and 150: algebraic expression is carried out
Page 151 and 152: Retrieved from http://secc.sedl.org
Page 153 and 154: furthermore, each model may result
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Page 157 and 158: Table 4The group’s categories and
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Page 161 and 162: APPENDIXTable 5Description of Combi
Page 163 and 164: of the presented number. Later, the
Page 165 and 166: Figure 1: Mean trajectories and MD
Page 167 and 168: Figure 2: Mean trajectories and MD
Page 169 and 170: Performance, 33, 1410-1419.Cohen Ka
Page 171: Moyer, 2007). At his or her own pac
Page 175 and 176: curriculum. The nature of the onlin
Page 177 and 178: Cox, G., Carr, T., & Hall, M. (2004
Page 179 and 180: curriculum locally, within individu
Page 181 and 182: Popularity tallied whether or not a
Page 183 and 184: Amazingly, despite there being a fe
Page 185 and 186: ReferencesBlack, M. (1962). Models
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Page 189 and 190: Table 1Instructional TasksSquareTab
Page 191 and 192: t-charts made it easier for student
Page 193 and 194: Figure 2. A Display of Student Stra
Page 195 and 196: ReferencesAnderson, J. R., Greeno,
Page 197 and 198: their parents in phenotype (observa
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Page 211 and 212: hard for some children? The nature
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Page 215 and 216: Figure 5: Average hand trajectories
Page 217 and 218: Figure 6: Distributions of maximum
Page 219 and 220: ReferencesAnderson, J. R. (2005). H
Page 221 and 222: Social system perspectives view the
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urged students to think of some way
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Figure 1: The Discourse Patterns Du
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Figure 3 blow illustrates the devel
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