Development of Multimedia Application for Learning Algebra

The study developed and validated a computer-aided instructional material in Elementary Algebra. It made used of Quasi - Experimental Research method utilizing one group pretest-posttest design. It also utilized the 100 items validated pretest/posttest developed for the purpose of attaining the objective of the study. The subjects of the study were the 15 randomly selected students in Elementary Algebra at Peter Pan Learning Center, Baras, Rizal, Philippines. Findings revealed that the performance pretest and posttest of the subjects in both Algebraic expressions and first degree equation and inequalities are satisfactory and very satisfactory respectively. It emphasizes that the computed-aided instructional materials in Elementary Algebra brought significant gain in knowledge and skills of the students upon its exposures.

Investigated recent developments in the teching and learning of algebra and provided participants with a forum for sharing and discussing therir research endeavors, development projects, ans experiences. The teaching and learning of algebra is a difficult area for study because across different countries and even within countries, what is done in classrooms can be quite different. Against the backdrop of this challenge for international discussions of reserarch and development in school algebra, the research group focused in 1. Discribing and understanding the variation of algebra in school across the world, and 2. The influence of technological development on the algebra curriculum.

International Journal of …

AIP Conference Proceedings, 2016

The use of digital tools in algebra education is expected to not only contribute to master skill, but also to acquire conceptual understanding. The question is how digital tools affect students' thinking and understanding. This paper presents an analysis of data of one group of three grade seventh students (12-13 year-old) on the use of a digital tool for algebra, the Cover-up applet for solving equations in particular. This case study was part of a larger teaching experiment on initial algebra enriched with digital technology which aimed to improve students' conceptual understanding and skills in solving equations in one variable. The qualitative analysis of a video observation, digital and written work showed that the use of the applet affects student thinking in terms of strategies used by students while dealing with the equations. We conclude that the effects of the use of the digital tool can be traced from student problem solving strategies on paper-and-pencil environment which are similar to strategies while working with the digital tool. In future research, we recommend to use specific theoretical lenses, such as the theory of instrumental genesis and the ontosemiotic approach, to reveal more explicit relationships between students' conceptual understanding and the use of a digital tool.

1988

Background to the Research .2 The Rationale Behind the Use of the Computer In the Research .1 The Concept of Variable Used .2 The Cultivation of Relevant Mental Imagery .3 The Capacity for Concretisation of Formal Thinking .4 Encouragement of Problem solving Abilities .5 The Capability for Personalisation of Formal Thought .6 Improving an Understanding of Algebraic Notation .3 The Cognitive Instruments Developed for the Research .4 The Initial Investigation .5 The Details of the First Investigation .1 The Subjects .2 The Instruments .3 The Research Design .4 The Procedure .5 The Results .6 Improving the Teaching Module .1 problems Arising From the First Experiment .2 The ~mprovements Decided Upon .3 The Introduction of the Cardboard 'Maths.Machine' .7 The Details of the Second Investigation .1 The Subjects .2 The Instruments .3 The Research Design .4 The Procedure .5 The Teaching Programme .6 Observations From the Work In the Programme .8 The Results of the Second Experiment .1 A Comparison With CSMS Results .2 Individual Progress .3 Specific Questions .4 The Effect on Errors .9 The Longer Term Effect of the Programme .10 Overview of the Chapter 7. A Description of the Main Teaching Experiment .1 Areas for Further Consideration .1 Improvements to the Dynamic Algebra

Prior to the availability of personal technology in the form of graphics calculators, the algebra curriculum was rarely influenced by either computers or calculators. In this paper, some of the ways in which both the teaching and learning of algebra might be related to technology are identified, exemplified and briefly explored. Some of the links concern conceptual development of the ideas of variables and functions, the solution of equations and inequalities and the place of symbolic manipulation generally. There are many powerful, interesting and enticing technologies presently available for school mathematics in general, and algebra in particular. These include educational computer software such as Derive and Cabri Geometry, powerful new developments in telecommunications such as multimedia pages accessible via Internet web browsers, and mixtures of the two such as LiveMath. Exciting and important as such developments are, they share the common weakness of requiring relatively ex...

2016

Nowadays, it is common for teachers to hear from students complaints about math. They also show a great lack of interest in this subject, which is the basis of the scientific growth of a country and enhances the individual`s logical reasoning, critical thinking and investigative habits. There is a variety of software focused on the field of mathematics; however, many people use the computer only as a teaching machine, arranging the content to be taught to the student in a convenient way. This paper aimed at the development of a computer algebra system to support the teaching of mathematics, using the computer as an incentive for learning.

2006

Our research team has developed and experimented software for the learning of algebra, named Aplusix, with the idea of being usable and useful for all the classes having access to computers, and of helping teachers to teach the curriculum. In this paper, we list 19 principles that we consider relevant to this goal and we briefly describe the Aplusix system. This system is distributed in France since early 2005 and will be distributed in many countries from 2006. It has proven to be efficient (students learn) and to facilitate the teacher's work.

Aceh International Journal of Science and Technology, 2012

Many students at diploma level are weak in mathematics even after spending eleven years in Malaysian education system. However, throughout the world there are research studies been done with mixed results using technology and collaborative learning. The objective of this paper is to analyze the effect of learning pre-algebra using interactive courseware with collaborative learning by using STAD set ups with interactive courseware using e-mail facilities during team discussion only. Quasi experimental type research was used. The gain score (differences between post and pre test) between the two equivalent groups were obtained. Diploma Information Technology first year students in two different intake years 2009 and 2010 in UTHM were employed. 't-test' results revealed the second group using e-mail is statistically significantly inferior to the group using purely interactive multimedia courseware CDiCL only with STAD team discussion. On average participants experienced higher gain scores in the first group (Mean = 3.28, SE=0.433), than participants in the second group (M=0.77, SE=0.354). This difference was statistically significant (t (74) = 4.51, p<0.05); however, it did show a medium effect size of r = 0.45. Some clinical interviews and audiovideo recordings were taken to support that teams prefer using conventional collaborative learning method with more group discussions rather than e-mails and facebook in solving problem.

International Electronic Journal of Mathematics Education, 2019

The utilization of mathematical software offers numerous points of interest to students, which are fundamentals in the teaching-learning process in the four corners of the classroom. The study determined the effects of Mathcad as an instructional and a computational tool in teaching College Algebra to the Education students in the University of Cebu, Philippines. The study utilized a quasi-experimental using a pretest and posttest design method to 58 Education students. They are grouped by means of their final grades in high school mathematics. The study used standardized instruments such as Aiken and Dreger Revised College Algebra Attitude Scale, and Test in College Algebra by John Tobey and Jeffrey Slater. The gathered data were statistically treated using frequency, simple percentage, weighted mean, and z-test. The study revealed that the attitude towards College Algebra does not significantly affect the post-test scores of understudies in the control and test gatherings. It is inferred that instructing with the guide of media innovation isn't constantly feasible in upgrading understudies' learning in Mathematics. The researchers recommend that faculty handling mathematics should incorporate the use of mathematical software such as Mathcad in their course syllabi and the actual teaching practice.