Effects of a Mathematics App on Urban High School Students' Algebra Performance

Autor/inn/en	Reynolds, Lauren; Joseph, Laurice M.
Titel	Effects of a Mathematics App on Urban High School Students' Algebra Performance
Quelle	In: Contemporary School Psychology, 26 (2022) 4, S.558-569 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-021-00379-0
Schlagwörter	Mathematics Education; Technology Uses in Education; Urban Schools; High School Students; Algebra; Electronic Learning; Mathematics Achievement + Suchen Sie Ihr Suchwort? Mathematische Bildung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	There has been an increase in the need for online instructional tools especially during the current global health crisis (i.e., pandemic) that people across many nations are experiencing. The purpose of this study was to examine the effects of an electronic application, "Mathspace," on high school students' performance on solving algebra problems involving exponents. This study took place in a high school located in a large metropolitan city in the Midwest. A multiple-probe design across three adolescents who struggled with solving algebra problems was used to determine if a functional relationship existed between the students' performance on solving algebra problems involving exponents and the use of the "Mathspace" electronic application. All students were trained on using Mathspace with instructor guidance. "Mathspace" sessions were implemented between 5 and 9 sessions, lasting about 20 to 40 min. Findings revealed that the students improved on solving algebra problems involving exponents when they used "Mathspace." However, their performance levels decreased during maintenance phases when they no longer used the electronic app. Limitations and directions for future research are discussed. Implications for practice are also provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01