This study aimed to investigate the effect of instruction designed according to the ARCS model enriched with Web 2.0 tools on the mathematics achievement and motivation of secondary school students and to examine student opinions regarding the applied instruction process. A mixed-methods approach was employed in the study since both quantitative…

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their…

The problem addressed in this study was that teachers underestimate the benefits of technology usage in grade nine Algebra mathematics classrooms. The purpose of this quantitative quasi-experimental study was to examine how the use of a supplemental digital mathematics tool affected achievement scores among grade nine Algebra mathematics students…

Math anxiety levels directly and negatively impact student performance in the math classroom. Educators must work to implement instructional strategies that effectively reduce math anxiety and improve student math performance. This study evaluated mastery learning interventions as an effective tool for reducing math anxiety among middle school…

This study was designed to determine what change the i-Ready math tutorial videos had on math performance, self-efficacy, and math anxiety with middle school math students. In addition, the study determined the student perception of the effectiveness of the i-Ready math tutorial videos. The purpose was to help educators identify a specific tool…

This quantitative non-experimental dissertation explores the impact of disruptive innovation theory in the form of computer-enhanced instruction (CEI) upon mathematics achievement. It also examines both teacher and student perceptions of CEI implementation in high school mathematics classrooms and the impacts of CEI upon student mathematics…

"I CAN Learn"® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the…

In a randomized field trial with 2,850 seventh-grade mathematics students, we evaluated whether an educational technology intervention increased mathematics learning. Assigning homework is common yet sometimes controversial. Building on prior research on formative assessment and adaptive teaching, we predicted that combining an online homework…

Recent research on the design of social experiments has highlighted the effects of different design choices on research findings. Since experiments rarely collect their samples using random selection, in order to address these external validity problems and design choices, recent research has focused on two areas. The first area is on methods for…

In an ongoing study, RAND researchers are evaluating the effectiveness of Carnegie Learning's Cognitive Tutor Algebra I (CTAI) curriculum, a technology-based curriculum that combines classroom instruction with individualized instruction by a computer-based tutor. While the effectiveness of the curriculum in raising student achievement is the main…

Geometry is a major area of study in middle school mathematics, yet middle school and secondary students have difficulty learning important geometric concepts. This article considers Alexis-Claude Clairaut's approach that emphasizes engaging student curiosity about key ideas and theorems instead of directly teaching theorems before their…

This study investigates the effects of dynamic geometry based computer instruction on eighth grade students' achievement in geometry and their attitudes toward geometry and technology compared to traditional instruction. Central to the study was a controlled experiment, which contained experimental and control groups both instructed by the same…

The present study investigated (a) whether the perceived cognitive load was different when geometry problems with various levels of configuration comprehension were solved and (b) whether eye movements in comprehending geometry problems showed sources of cognitive loads. In the first investigation, three characteristics of geometry configurations…

Proportional reasoning pops up in math class in a variety of places, such as while making scaled drawings; finding equivalent fractions; converting units of measurement; comparing speeds, prices, and rates; and comparing lengths, areas, and volume. Students need to be exposed to a variety of representations to develop a sound understanding of this…

The overall aim of this study is to search whether teaching geometry with Cabri Geometry Plus II software have effects on 7th grade students' learning transformation geometry in mathematics. In this context, the researcher has used a pre-test and post-test research design with a control group. The research sample consisted of 135 students in total…