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dc.contributor.authorSadler, Joshua T.
dc.date.accessioned2013-01-17T16:19:58Z
dc.date.available2013-01-17T16:19:58Z
dc.date.issued2013-01-17
dc.identifier.urihttp://hdl.handle.net/1951/58387
dc.description.abstractIn this experiment two classes received instruction on integer operations. The first received instruction with the use of technology and the second class was instructed through a traditional approach. The study progressed over a one week span where students began with a five question survey to assess previous knowledge of positive and negative numbers. Following the survey, four days of instruction were provided discussing each operation as its own lesson. After the instruction, students were given a twenty question multiple choice exam that was graded for correctness. Data from the post assessment was also collected to determine if there were any persistent errors. The hypothesis pertaining to the technology enhanced teaching style out performing the traditional teaching style demonstrates there was not enough evidence, as it is clear that there is no definitive difference when comparing mean scores and p-values.en_US
dc.language.isoen_USen_US
dc.subjectSigned numbers.en_US
dc.subjectIntegers, Generalized.en_US
dc.subjectAdult education.en_US
dc.subjectMathematics -- Study and teaching.en_US
dc.subjectMathematics teachers -- Training of.en_US
dc.titleThe positives about negatives : a study of errors and misconceptions with integer operations in adult education.en_US
dc.typeThesisen_US


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