The Effect of Teaching and Learning with Texas Instruments Handheld Devices on Student Achievement in Algebra.
Irina Lyublinskaya, Nelly Tournaki, College of Staten Island/CUNY, United States
JCMST Volume 30, Number 1, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
This study compares the respective achievement of students in an integrated algebra course taught with two different types of handhelds over a period of one year. The experimental group was taught with TI-Nspire™ handhelds and was compared to the control group taught with TI-84 Plus graphing calculators. The teachers of each group received on-going professional development in the same format. Student achievement was measured via a midyear department test; Fall and Spring semester grades; and New York State Regents exam scores and passing rates. Results indicated that the group taught with the TI-Nspire outperformed the other group in all assessments, including passing rates on Regents but not on the Regents exam scores. Further analysis indicated that girls outperformed boys in an identical pattern. No significant differences in achievement by race were observed.
Lyublinskaya, I. & Tournaki, N. (2011). The Effect of Teaching and Learning with Texas Instruments Handheld Devices on Student Achievement in Algebra. Journal of Computers in Mathematics and Science Teaching, 30(1), 5-35. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE).
© 2011 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Exploring Changes in Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK) and TPACK of Pre-service, Special Education Teachers Taking Technology-based Pedagogical Course
Aleksandra Kaplon-Schilis, CUNY, The Graduate Center, United States; Irina Lyublinskaya, CUNY, College of Staten Island, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3296–3303
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