Two Studies on Technology in Math Education

For EDU580, we were required to identify and summarize the results of two recent research studies on the effect of technology in our concentration area. The two articles that I will be discussing are listed below:

Bos, Beth. (2008) Virtual math objects with pedagogical, mathematical, and cognitive fidelity. Computers in Human Behavior, 25(2), 521-528.

Kodippili, Asitha and Deepthika Senaratne. (2008) Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? British Journal of Educational Technology, 39(5), 928-932.


The first article is Virtual math objects with pedagogical, mathematical, and cognitive fidelity by Beth Bos. In this article, Bos discusses how using virtual math objects enhances deeper student learning of mathematical concepts. She discusses how many students view a particular math concept as simple a set of steps, and they do not understand the deeper meaning behind the steps. With virtual math objects, students will able to facilitate that deeper meaning of the concept. Bos claims that the best kinds of web-based technologies that math teachers can use are those who have fully developed mathematical objects that give the user "the opportunity to explore and test different relationships (524)." Bos encourages teachers to find web-based technologies that have high pedagogical, mathematical, and cognitive fidelity. For an example of this type of website, check out Shodor.com.
To test whether or not virtual environments with a high degree of pedagogical, mathematical, and cognitive fidelity will have an effect on math achievement, an interactive study was designed and implemented. Researchers looked at 95 students in 19 different class groups. These students were all enrolled in a course called Mathematics Models with Applications. In order to be enrolled in this course, students had to receive either a D or an F in the previous math class. The students were split into an experimental group (48 students) and a control group (49 students). Each group took a pretest and then a test after the experiment was through. Results were measured by the scores of these tests (which were scored on a 1-5 scale, 5 being the best). Both groups studied quadratic equations, with the control group being taught with traditional classroom methods, including note-taking, lectures, and drill and practice work. The experimental group received instruction in a computer lab, using Texas Instrument InterActive instructional environment. This interactive software has been characterized as having high levels of pedagogical, mathematical, and cognitive fidelity (determined by eight university math professors). With the TI InterActive environment, students were able to study and manipulate graphs by changing numbers and/or moving sliders to change the shape of the graph. This allowed students to see how changes in graph occurred when certain data was changed. The results were really quite astounding. The researchers found that the students who used the TI InterActive instructional environment (which includes math objects with high pedagogical, mathematical, and cognitive fidelity) showed a significant increase in mathematical achievement. The average test score for students who used the TI InterActive environment was 3.21, where the average test score for students who were taught using traditional classroom instruction was a 2.42. This is a significant finding in technology in math education research. The conclusion is that when students are exposed to mathematical objects with high pedagogical, mathematical, and cognitive fidelity, a significant increase in mathematical achievement can be found.



The second article, by Asitha Kodippili and Deephika Senaratne, asks the question: Is computer-generated interactive mathematics homework more effective than traditional instructor-graded homework? This study covers students at the university (undergraduate) level. The point of the study was to test to see if online homework using a program called MyMathLab (MML), instead of traditional homework, would indicate an increase in mathematical achievement. The MML program allows students to use an interactive program to solve math problems. Though there is not a lot of research supporting this theory, there is "sufficient optimism in the potential of technology to have a positive impact on learning and achievement that colleges have established committees and task forces dedicated to identify and promote ways to deliver instructions with the use of technology (928)." This study looked at all students taking College Algebra, a required undergraduate course for nonmathematics and science students. To test their hypothesis, researchers chose two instructors (both teaching two sections of College Algebra) who regularly use MML in their instruction. Each instructor used MML with one section and regular classroom instruction (note-taking, lecturing, drill and practice homework, etc.) with the other section.
The researchers found that there was "not enough evidence to conclude that the students' achievement in College Algebra is significantly better if they have done homework using MML instead of traditional, paper-based, instructor-graded ones (931)." Though the tests results did not show a significant change in math achievement improvement, the actual letter grades students received in the course (A, B, C, or D) told a different story. The students in the classes that used MML showed a 70% rate of students receiving an A, B, or C, while in the traditional classes, only 49% of students received a passing grade. These results basically mean more research must be done. Though the test scores done by the researchers didn't show a significant improvement in math achievement, letter grades did.


Both of these studies show significant results that support the use of technology in math education. Both show that if the correct programs and/or software is selected to be used in the classroom, then an significant increase in mathematics achievement can take place.