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Case Studies of Undergraduate Studen...

Nimtz, Jennifer L.

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Case Studies of Undergraduate Student Interactions with an Online Computer Adaptive Instruction Intermediate Algebra Course.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Case Studies of Undergraduate Student Interactions with an Online Computer Adaptive Instruction Intermediate Algebra Course./
Author:	Nimtz, Jennifer L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	226 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
Subject:	Mathematics education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10931353
ISBN:	9780438323278

Case Studies of Undergraduate Student Interactions with an Online Computer Adaptive Instruction Intermediate Algebra Course.
Nimtz, Jennifer L.

Case Studies of Undergraduate Student Interactions with an Online Computer Adaptive Instruction Intermediate Algebra Course. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 226 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

Thesis (Ph.D.)--Michigan State University, 2018.

This item must not be sold to any third party vendors.

Remedial/developmental and introductory university mathematics courses have a long history of high attrition rates. Recently, university administration and mathematics departments have been considering technological solutions, and one such solution is computer-adaptive- instruction (CAI). In fact, CAI has been touted as a "silver bullet" to the dilemma of undergraduate mathematics attrition and failure rates (Twigg, 2011), yet little research has documented the nature of student engagement in these courses and what they actually learn. Although the use of CAI in college introductory mathematics has been increasing, research about student engagement in CAI mathematics is scarce. The goal of this dissertation was to illustrate and understand that nature of student engagement in an online CAI intermediate algebra course. Drawing on qualitative case-study methods, I investigated the overarching question: What is the nature of student engagement in an online intermediate CAI intermediate algebra course? Specifically, I investigated the nature of students' cognitive, academic, and affective interactions. The primary data collection method included the combined use of screencast and pen-cast video technology to produce weekly think-aloud recordings. These recordings were independently conducted by each student as they worked on assignments in an online CAI intermediate algebra course. Secondary sources of data included responses to pre-and post- questionnaires followed by interviews. After processing and transcribing the data for each case, a comparative analysis and relational analysis across the three cases were conducted and described in the results section. This dissertation study presents an original framework with which to analyze the nature of an individual's mathematical work. The foundation of this framework was synthesized from seminal work, such as Polya (1985) and Schoenfeld (1985), concerning the solving of non- routine mathematics tasks. I posited the three phases of this new framework (orientation, generation, and conclusion) would be applicable to any type of mathematical task, even routine exercises common in CAI, but that the activities within each of the three phases would differ. The results of this study suggest this is true, yet further research is required. I also examined the cognitive demand of the mathematics tasks presented in the CAI environment, and all 57 of the tasks recorded in the data were low cognitive demand. Because of this finding regarding low cognitive demand, it was surprising to discover that for a few of the CAI tasks, students engaged with the mathematics at a deeper level than expected. Again, further research is warranted to determine what may be contributing factors for these deeper interactions in a CAI environment even when the tasks are low cognitive demand. Implications of this research suggest cautions, actions, and future research for various groups within the undergraduate mathematics education community: mathematics department chairs, course instructors, mathematics education researchers, and curriculum and CAI developers.

ISBN: 9780438323278Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Computer adaptive instruction

Case Studies of Undergraduate Student Interactions with an Online Computer Adaptive Instruction Intermediate Algebra Course.
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502 $a Thesis (Ph.D.)--Michigan State University, 2018.
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520 $a Remedial/developmental and introductory university mathematics courses have a long history of high attrition rates. Recently, university administration and mathematics departments have been considering technological solutions, and one such solution is computer-adaptive- instruction (CAI). In fact, CAI has been touted as a "silver bullet" to the dilemma of undergraduate mathematics attrition and failure rates (Twigg, 2011), yet little research has documented the nature of student engagement in these courses and what they actually learn. Although the use of CAI in college introductory mathematics has been increasing, research about student engagement in CAI mathematics is scarce. The goal of this dissertation was to illustrate and understand that nature of student engagement in an online CAI intermediate algebra course. Drawing on qualitative case-study methods, I investigated the overarching question: What is the nature of student engagement in an online intermediate CAI intermediate algebra course? Specifically, I investigated the nature of students' cognitive, academic, and affective interactions. The primary data collection method included the combined use of screencast and pen-cast video technology to produce weekly think-aloud recordings. These recordings were independently conducted by each student as they worked on assignments in an online CAI intermediate algebra course. Secondary sources of data included responses to pre-and post- questionnaires followed by interviews. After processing and transcribing the data for each case, a comparative analysis and relational analysis across the three cases were conducted and described in the results section. This dissertation study presents an original framework with which to analyze the nature of an individual's mathematical work. The foundation of this framework was synthesized from seminal work, such as Polya (1985) and Schoenfeld (1985), concerning the solving of non- routine mathematics tasks. I posited the three phases of this new framework (orientation, generation, and conclusion) would be applicable to any type of mathematical task, even routine exercises common in CAI, but that the activities within each of the three phases would differ. The results of this study suggest this is true, yet further research is required. I also examined the cognitive demand of the mathematics tasks presented in the CAI environment, and all 57 of the tasks recorded in the data were low cognitive demand. Because of this finding regarding low cognitive demand, it was surprising to discover that for a few of the CAI tasks, students engaged with the mathematics at a deeper level than expected. Again, further research is warranted to determine what may be contributing factors for these deeper interactions in a CAI environment even when the tasks are low cognitive demand. Implications of this research suggest cautions, actions, and future research for various groups within the undergraduate mathematics education community: mathematics department chairs, course instructors, mathematics education researchers, and curriculum and CAI developers.
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