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Using algebra tiles to aid students in factoring polynomials
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Using algebra tiles to aid students in factoring polynomials
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Description
Identifier
Thesis
2100
Author
Schlosser, Theresa Knotek, 1956-
Title
Using
algebra
tiles
to
aid
students
in
factoring
polynomials
Publisher
Central Connecticut State University
Date of Publication
2010
Resource Type
Master's Thesis
Abstract
This
study
investigated
whether
using
concrete
mathematics
manipulatives
affected
student
achievement
in
factoring
second-degree
polynomials
. The
16
day
study
included
64
high
school
sophomores
in
four
different
Algebra
II
classes
in a
suburban
high
school
. The
two
classes
in the
treatment
group
(n
=
33)
used
algebra
tiles
to
factor
second
degree
polynomials
while
two
classes
in the
control
group
(n
=
31)
used
traditional
symbolic
methods
. The
study
analyzed
student
achievement
between
these
two
groups
and also
among
students’
perceptual
learning
styles
and
gender
.
Despite
the
similarity
in
control
and
treatment
groups
on a
previous
common
assessment
, there was a
significant
difference
in
pretest
scores
(p
<
0.05)
between
the
control
and the
treatment
groups
. There was
no
statistically
significant
difference
found
in
students’
posttest
scores
(p
>.05)
.
When
the
difference
between
pre-
and
posttest
scores
was
scrutinized
there was a
statistically
significant
difference
between
the
treatment
and
control
groups
(p
<.05)
. The
study
also
obtained
surveys
of
students
in the
treatment
group
before
and
after
the
factoring
unit
to
capture
student
attitudes
towards
using
math
manipulatives
in a
high
school
classroom
. At the
start
of the
unit
,
45%
of the
respondents
in the
treatment
group
predicted
that
algebra
tiles
would be
useful
.
After
the
unit
,
78%
of the
respondents
reported
they
found
factoring
with the
tiles
helpful
. The
study
concluded
that
using
algebra
tiles
did
not
make
a
statistically
significant
difference
in
student
achievement
in
factoring
polynomials
as
measured
by the
posttest
.
However
,
because
the
treatment
group
had
significantly
greater
mean
difference-scores
than the
control
group
between
the
pre-
and
posttests
, the
instructional
method
,
including
the
use
of
manipulatives
,
may
have
played
a
role
in this
greater
score
difference
. The
instructional
method
made
a
qualitative
difference
in the
classroom
as
perceived
by
both
the
students
and the
teacher
of the
treatment
group
.
Using
hands-on
tools
such
as
mathematics
manipulatives
not
only
promoted
a
geometric
connection
to
factoring
polynomials
, but
appealed
to the
diverse
needs
and
learning
styles
of
students
.
Subject
Algebra -- Study and teaching (Secondary)
Manipulatives (Education) -- Mathematics -- Study and teaching (Secondary)
Department
Department of Mathematical Sciences
Advisor
Lesik, Sally A.
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
696173983
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