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Teaching linear programming to low achieving mathematics students using real world problems
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Teaching linear programming to low achieving mathematics students using real world problems
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Description
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 of Publication
2006
Resource Type
Master's Thesis
Abstract
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
nonspecial
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
realworld
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
oneway
Analysis
of
Variance
(ANOVA)
and a
TTest
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
realworld
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
,
realworld
problem
based
classroom
environment
.
Additionally
, the
findings
suggest
the
opportunity
for
further
study
into the
affect
of
cooperative
learning
and
realworld
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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