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The Effects of Integrating Algebra Two and Chemistry on Students' Comprehension of Functions
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The Effects of Integrating Algebra Two and Chemistry on Students' Comprehension of Functions
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Description
Identifier
Thesis
1854
Author
Sammann, Catherine
Title
The
Effects
of
Integrating
Algebra
Two
and
Chemistry
on
Students
'
Comprehension
of
Functions
Publisher
Central Connecticut State University
Date of Publication
2006
Resource Type
Master's Thesis
Abstract
The
purpose
of this
study
was to
determine
if
integrating
a
unit
on
functions
would
benefit
students
.
Previous
studies
have
shown
that
integrating
science
and
mathematics
increases
students
'
understanding
of
certain
topics
in
science
.
Typically
,
science
and
math
integration
has been
done
across
an
entire
curriculum
that
requires
at
least
one
school
year
to
implement
. This
study
set
out
to
see
if
integrating
just
two
topics
, or
two
units
of
study
, would have any
effect
.
Specifically
, the
topics
were
gas
laws
in
chemistry
and
functions
in
algebra
two
. Would
teaching
gas
laws
as
functions
help
students
understand
both
concepts
better
than
teaching
them as
separate
entities
? The
experimental
group
for the
study
included
32
juniors
at a
small
rural
high
school
in
New
England
.
All
of the
students
were
enrolled
in
Algebra
Two
and
Chemistry
simultaneously
. The
control
group
consisted
of
25
juniors
at the
same
school
who
had been
taught
functions
in a "
traditional
"
manner
the
previous
year
. A
twosample
Ttest
for the
difference
in
mean
8th
grade
CMT
scores
of
both
groups
showed
that there was
no
significant
difference
at the
0.05
level
.
(The
same
test
was
performed
for the
students
'
PSAT
scores
and
although
no
significant
difference
was
found
between
the
two
groups
,
several
students
in the
control
group
had not
taken
the
PSAT
,
so
the
CMT
scores
were
used
as
well
to
include
more
of the
students.)
The
experimental
group
received
instruction
on
functions
in
algebra
class
and the
concept
of
functionality
was
stressed
in
chemistry
class
.
Several
experiments
were
performed
to
demonstrate
the
application
of
functions
. At the
end
of the
unit
, the
same
two
assessments
on
functions
were
given
to the
experimental
group
that the
control
group
had
taken
the
year
before
. The
results
suggest
that
integrating
gas
laws
and
functions
is
beneficial
to
students
. For the
first
assessment
, the
results
showed
an
increase
in the
mean
score
of
approximately
9
points
,
which
is
statistically
significant
at the
0.05
level
. The
second
assessment
showed
no
significant
difference
in the
mean
. A
questionnaire
was
given
to the
students
at the
end
of the
unit
, and
it
provided
positive
feedback
for the
teachers
.
It
is
the
recommendation
of the
researcher
that
gas
laws
and
functions
continue
to be
taught
as an
integrated
unit
.
Other
topics
could
be
added
as
planning
time
permits
.
Subject
Algebra  Study and teaching (Secondary)
Chemistry  Study and teaching (Secondary)
Mathematics  Study and teaching (Secondary)
Department
Department of Mathematical Sciences
Advisor
Gould, S. Louise
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734079
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