Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication

Autor/inn/en	Tillman, Daniel A.; An, Song A.; Cohen, Jonathan D.; Kjellstrom, William; Boren, Rachel L.
Titel	Exploring Wind Power: Improving Mathematical Thinking through Digital Fabrication
Quelle	In: Journal of Educational Multimedia and Hypermedia, 23 (2014) 4, S.401-421 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1055-8896
Schlagwörter	Mixed Methods Research; Mathematics Instruction; Teaching Methods; Student Attitudes; Knowledge Level; Scores; STEM Education; Probability; Statistics; Context Effect; Technology Uses in Education; Educational Technology; Computer Software; Elementary School Students; Middle School Students; Instructional Effectiveness; Teacher Attitudes; Summer Programs; Males; African American Students; Learning Activities; Scientific Concepts; Surveys; Pretests Posttests; Statistical Analysis + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Wissensbasis; STEM; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Statistik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Unterrichtserfolg; Lehrerverhalten; Sommerkurs; Male; Männliches Geschlecht; African Americans; Afroamerikaner; Studentin; Lernaktivität; Survey; Umfrage; Befragung; Statistische Analyse
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. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10