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Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication
ARTICLE

, , The University of Texas at El Paso, United States ; , , The University of Virginia, United States ; , The University of Texas at El Paso, United States

Journal of Educational Multimedia and Hypermedia Volume 23, Number 4, ISSN 1055-8896 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This mixed methods study examined the impacts of digital fabrication activities that were integrated into contextualized mathematics education. The study investigated the students’ mathematics content knowledge and attitudes. Data analysis yielded two key findings regarding our intervention combined with the other mathematics activities resulted in: (1) considerable overall gains in students' mathematics test scores and attitudes towards STEM, and (2) statistically significant gains on the “Probability & Statistics” questions. The article concludes that for this group of students if we can provide enough support from teachers for interactive activities that support mathematics learning through digital fabrication, we might positively impact the closing of the achievement gap for these underrepresented populations.

Keywords: contextual mathematics, digital fabrication, STEM

Citation

Tillman, D.A., An, S.A., Cohen, J.D., Kjellstrom, W. & Boren, R.L. (2014). Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication. Journal of Educational Multimedia and Hypermedia, 23(4), 401-421. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

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References

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These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

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Cited By

  1. 3D digital design and elementary students’ spatial visualization skills

    Jason Trumble, University of Central ArkansasCollege of Education, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 114–117

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