USING TECHNOLOGY TO TEACH DEVELOPMENTAL AFRICAN-AMERICAN ALGEBRA STUDENTS.

Algebra has been identified as the foundational course for all other mathematics courses. Yet, research has shown that African-American students are low achievers in all strands of mathematics (NCES, 2001). Computers, on the other hand, have been marketed as an instructional tool to teach and reinforce classroom instructions. This study investigated the effects of using computers to teach African-American developmental intermediate algebra students how to solve linear equations. There were 120 African-American students, one White student, three computer groups, three noncomputer groups and one instructor involved in the study. At α = .05, there was no significance achievement difference between the computer groups and the noncomputer groups. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Computers in Mathematics & Science Teaching is the property of Association for the Advancement of Computing in Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)