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Identifier	Thesis 1877
Author	Powers, Michelle A., 1969-
Title	Teaching linear programming to low achieving mathematics students using real world problems
Publisher	Central Connecticut State University
Date	2006
Resource Type	Master's Thesis
Notes	Can low achieving mathematics students succeed in the study of linear inequalities and linear programming through real world problem based instruction? This study sought to answer this question by comparing two groups of low achieving mathematics students who were taught linear programming using two different teaching methods. Both groups of students were taught by the same teacher, in the same classroom, in the same rural Connecticut high school. The school utilizes ability grouping in mathematics courses, so both groups of students were identified as low performing eleventh and twelfth grade math students. The control group and experimental group each included males and females, as well as special education and non-special education students. Both groups of students were given the same end of unit assessment for comparison purposes. Differences between groups were used to evaluate differences in the two instruction methods. The control group instruction involved teacher centered lectures followed by drill and practice assignments. Throughout the unit, daily topics were presented by the teacher as students took notes. Following that instruction, students were assigned problems which required application of the concepts just presented. During problem solving students generally worked with a partner, and student solutions were shared with the entire class. Each lesson concluded with a homework assignment in which students were expected to work individually at home to practice working with the new concept learned that day. Nearly all of the instruction and problems presented to students regarding linear inequalities and systems of linear inequalities were theoretically based, with real world applications presented briefly at the end of the unit once students had demonstrated mastery of the basic graphing skills. In contrast, the experimental group instruction involved real-world problem based techniques in which students worked with a partner or small group to investigate the concepts of linear programming. The framework of the problems and activities studied was based on the Interactive Mathematics Program Baker's Choice Unit from Key Curriculum Press (Fendel, Resek, Alper & Fraser, 1996). The unit activities required students to investigate a company's time and financial limitations in producing two products. During the unit students worked with a partner to create their own fictitious company and apply the concepts learned in their study of the bakery problem. Students used linear programming in order to find the best production rate and maximum company profit. The end of unit test scores for each group was compared using a one-way Analysis of Variance (ANOVA) and a T-Test based on the small sample sizes. The overall results indicate that the experimental group of students did perform significantly better on the end of unit assessment as a result of the real-world problem based instruction and cooperative learning methodology used. Additionally, female students and special education students benefited from the experimental group instructional plan. These findings suggest that low achieving mathematics students do benefit from learning linear programming in a collaborative, real-world problem based classroom environment. Additionally, the findings suggest the opportunity for further study into the affect of cooperative learning and real-world problem based mathematics instruction for female students as well as special education students.
Subject	Mathematics -- Remedial teaching Mathematics -- Study and teaching (Secondary)
Department	Department of Mathematical Sciences
Advisor	Kalder, Robin S.
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	713734953
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