Skip to main content
SpringerLink
Log in

Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System

  • Chapter
  • First Online:
Distance Learning, E-Learning and Blended Learning in Mathematics Education

Part of the book series: ICME-13 Monographs ((ICME13Mo))

Abstract

Colleges and universities are trying alternative instructional approaches to improve the teaching of developmental mathematics with the goal of increasing the number of students who have the skills and knowledge required for college-level math courses and for the twenty-first century workforce. Computers and the Internet make possible new methods of delivering instruction so students will have choices of when, where, and how they learn math. The purpose of this study was to compare academic performance of students enrolled in a developmental mathematics course using traditional instruction and traditional instruction supplemented with computer-assisted instruction. In addition, gender differences in mathematical performance were also investigated. Independent groups T-test was used to compare the mean difference between pretest and posttest mathematics scores of students enrolled in conventional instruction and MyMathLab integrated instruction. Students enrolled in MyMathLab sections made significant gains over students enrolled in conventional sections. Same test confirmed that there was also a significant difference in the posttest scores of females and males, with females outperforming males in both modes of instruction.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 79.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 99.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 129.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • American Mathematical Association of Two-Year Colleges. (1995). Crossroads in mathematics: Standards for introductory college mathematics before calculus. Memphis: Author.

    Google Scholar 

  • Armington, T. C. (Ed.). (2003). Best practices in developmental mathematics (2nd ed.). NADE Mathematics Special Professional Interest Network.

    Google Scholar 

  • Ary, D., Jacobs, L. C., Razavieh, A., & Sorensen, C. (2006). Introduction to research in education (7th ed.). Belmont, CA: Thomson & Wadsworth.

    Google Scholar 

  • Bialo, E. R., & Sivin-Kachala, J. (1996). The effectiveness of technology in schools: A summary of recent research. School Library Media Research, 25(1), 57 (Fall).

    Google Scholar 

  • Bouck, E. C., & Flanagan, S. (2009). Assistive technology and mathematics: What is there and where can we go in special education. Journal of Special Education Technology, 24, 17–30.

    Article  Google Scholar 

  • Borwein, J. M., & Bailey, D. H. (2005, May). Experimental mathematics: Examples, methods and implications. Notices of the American Mathematical Society, 52(5), 502–514.

    Google Scholar 

  • Boylan, H. R. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education. Education, 108, 87–101.

    Google Scholar 

  • Brittenham, R., Cook, R., Hall, J. B., Moore-Whitesell, P., Ruhl-Smith, C., Shafii-Mousavi, M., et al. (2003). Connections: An integrated community of learners. Journal of Developmental Education, 27(1), 18–25 (Fall).

    Google Scholar 

  • Chen, N. S., Teng, D. C. E., Lee, C. H. Kinshuk. (2011). Augmenting paper-based reading activity with direct access to digital materials and scaffolded questioning. Computers & Education, 57, 1705–1715. https://doi.org/10.1016/j.compedu.2011.03.013.

  • Cotton, K. (2001). Classroom questioning. The schooling practices that matter most. Northwest Regional Educational Laboratory.

    Google Scholar 

  • D’Agostino, B. D., Belanger, A., & D’Agostino, B. D., Jr. (1990, November). A suggestion for using powerful and informative tests of normality. The American Statistician, 44(4), 316–321.

    Google Scholar 

  • Dewey, J. (1958). The experimental theory of knowledge. In J. A. Boydston (Ed.), John Dewey, the middle works (Vol. 3). Carbondale: University of Southern Illinois Press.

    Google Scholar 

  • Engelbrecht, J., & Harding, A. (2005). Teaching undergraduate mathematics on the internet. Educational Studies in Mathematics, 58(2), 235–252.

    Article  Google Scholar 

  • Hannafin, R. D., & Foshay, W. R. (2008, April). Computer-based instruction’s (CBI) rediscovered role in K–12: An evaluation case study of one high school’s use of CBI to improve pass rates on high-stakes tests. Educational Technology Research & Development, 56(2), 147–160.

    Google Scholar 

  • International Technology Education Association. (2006). Advancing excellence in technological literacy: Student assessment, professional development, and program standards. Reston, VA: Author.

    Google Scholar 

  • Jacobson, E. (2006). Computer homework effectiveness in developmental mathematics. Journal of Developmental Education, 29(3), 2–8 (Spring).

    Google Scholar 

  • Kilpatrick, J., Swafford, J., & Findell, B. (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press.

    Google Scholar 

  • Kim, J. (2011). Developing an instrument to measure social presence in distance higher education. British Journal of Educational Technology, 42, 763–777.

    Google Scholar 

  • Kinney, D. P., & Robertson, D. F. (2003). Technology makes possible new models for delivering developmental mathematics instruction. Mathematics and Computer Education, 37(3), 315–328.

    Google Scholar 

  • Kulik, C.-L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in Human Behavior, 7(1), 75–94.

    Article  Google Scholar 

  • Lerman, S. (2001). Cultural, discursive psychology: A sociocultural approach to studying the teaching and learning of mathematics. Educational Studies in Mathematics, 46, 87–113.

    Article  Google Scholar 

  • Lesh, R., Zawojewski, J., & Carmona, G. (2003). What mathematical abilities are needed for success beyond school in a technology-based age of information? Mahwah, NJ: Lawrence Erlbaum Associates Inc.

    Google Scholar 

  • Lester, F. K., & Kehle, P. E. (2003). From problem solving to modeling: The evolution of thinking about research on complex mathematical activity. In R. A. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning, and teaching (pp. 501–518). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Magiera, M. T., & Zawojewski, J. (2011). Characterizations of social-based and self-based contexts associated with students’ awareness, evaluation, and regulation of their thinking during small-group mathematical modeling. Journal for Research in Mathematics Education, 42(5), 486–520.

    Article  Google Scholar 

  • Maccini, P., & Gagnon, J. C. (2002). Perceptions and application of NCTM standards by special and general education teachers. Exceptional Children, 68, 325–344.

    Article  Google Scholar 

  • Maccini, P., Mulcahy, C. A., & Wilson, M. G. (2007). A follow-up of mathematics interventions for secondary students with learning disabilities. Learning Disabilities Research and Practice, 22(1), 58–74.

    Article  Google Scholar 

  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74, 317–377.

    Article  Google Scholar 

  • National Assessment of Educational Progress (NAEP). (2006). Writing objectives 2006-07 assessment. Princeton, NJ: National Assessment of Educational Progress, Educational Testing Service.

    Google Scholar 

  • National Center for Educational Statistics [NCES]. (2003). Remedial education at degree-granting postsecondary institutions in fall 2000. Retrieved October 4, 2007, from http://nces.ed.gov/surveys/peqis/publications/2004010/.

  • National Center for Educational Statistics [NCES]. (2005). Trends in educational equity of girls and women: 2004. Retrieved December 17, 2008, from http://www.nces.ed.gov/pubs2005/equity/

  • National Council of Teacher of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

    Google Scholar 

  • National Mathematics Advisory Panel. (2008). Foundations for success: The final report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.

    Google Scholar 

  • Pearson Education, Inc. (2005). MyMathLab student results. Retrieved June 1, 2012, from www.mymathlab.com/success_passrates.html.

  • Perez, S., & Foshay, R. (2002). Adding up the distance: Can developmental studies work in a distance learning environment? T.H.E. Journal, 29(2), 19–24.

    Google Scholar 

  • Pew Internet and American Life Project. (2002, September 15). The internet goes to college. Retrieved October 29, 2008, from http://www.pewinternet.org/pdfs/PIP_College_Report.pdf.

  • Piaget, J., & Garcia, R. (1991). Toward a logic of meanings. Hove and London: Erlbaum (original work published 1987).

    Google Scholar 

  • Pólya, G. (1957). How to solve it: A new aspect of mathematical method. Garden City, NY: Doubleday.

    Google Scholar 

  • Santos-Trigo, M. (2007). Mathematical problem solving: An evolving research and practice domain. ZDM, 39, 523–536.

    Google Scholar 

  • Schoenfeld, A. H. (2007). Problem solving in the United States, 1970–2008: Research and theory, practice and politics. ZDM Mathematics Education, 39, 537–551.

    Article  Google Scholar 

  • Sfard, A. (2006). Participationist discourse on mathematics learning. In Maasz & Schloeglmann (Eds.), New mathematics education research and practice (pp. 153–170).

    Google Scholar 

  • Smith, G. G., & Ferguson, D. (2004, September/October). Diagrams and math notation in e-learning: Growing pains of a new generation. International Journal of Mathematical Education in Science and Technology, 35(5), 681–695.

    Article  Google Scholar 

  • Stinson, K., Harkness, S. S., Meyer, H., & Stallworth, J. (2009). Mathematics and science integration: Models and characterizations. School Science and Mathematics, 109(3), 153–161.

    Article  Google Scholar 

  • Testone, S. (1999). On-line courses: A comparison of two vastly different experiences. Research & Teaching in Developmental Education, 16(1), 93–97 (Fall).

    Google Scholar 

  • Trenholm, S. (2006). A study on the efficacy of computer-mediated developmental math instruction for traditional community college students. Research & Teaching in Developmental Education, 22(2), 51–62 (Spring).

    Google Scholar 

  • Vygotsky, L. (1978). Interaction between learning and development. From: Mind and society (pp. 79–91). Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Wadsworth, J. H., Husman, J., Duggan, M. A., & Pennington, M. N. (2007). Online mathematics achievement: Effects of learning strategies and self-efficacy. Journal of Developmental Education, 30(2), 6–14 (Spring).

    Google Scholar 

  • Woodward, J. (2004). Mathematics education in the United States: Past to present. Journal of Learning Disabilities, 37, 16–31.

    Article  Google Scholar 

  • Zbiek, R. M., Heid, M. K., Blume, G. W., & Dick, T. P. (2007). Research on technology in mathematics education. In F. K. Lester Jr. (Ed.), Second handbook of research on mathematics teaching and learning (pp. 1169–1207). Charlotte, NC: Information Age Publishing.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. University of Cincinnati—Blue Ash College, 9555 Plainfield Road, Blue Ash, OH, 45236, USA

    Adam Chekour

Authors
  1. Adam Chekour
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Adam Chekour .

Editor information

Editors and Affiliations

  1. School of Education, Drexel University, Philadelphia, Pennsylvania, USA

    Jason Silverman

  2. National Pedagogical University, Mexico City, Distrito Federal, Mexico

    Veronica Hoyos

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Chekour, A. (2018). Computer Assisted Math Instruction: A Case Study for MyMathLab Learning System. In: Silverman, J., Hoyos, V. (eds) Distance Learning, E-Learning and Blended Learning in Mathematics Education. ICME-13 Monographs. Springer, Cham. https://doi.org/10.1007/978-3-319-90790-1_4

Download citation

  • DOI: https://doi.org/10.1007/978-3-319-90790-1_4

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-90789-5

  • Online ISBN: 978-3-319-90790-1

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation